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VALUE EDUCATION
Dr.R.RAJINI SURENDRANATH, M.C.A., M.Phil., Ph.D.

Associate Professor and Head,
Department of Computer Science,
GURU NANAK COLLEGE (Autonomous),
Velachery, Chennai – 600 042.
Mrs.M.LAVANYA, M.C.A., B.Ed., M.Phil.,

Assistant Professor
Mrs.K.GOWRI, M.Sc., M.Ed., M.Phil., SET

Assistant Professor
For online purchase

www.charulathapublications.com
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Mobile: 98404 28577
January 2021
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ACKNOWLEDGEMENT
We would like to extent our heartiest thanks with a deep sense of

gratitude and respect to all those who provide us immense help and
guidance to accomplish this task.
We would like to express our sincere thanks to our respected
General Secretary Mr.Manjit Singh Nayar, who gave us an
opportunity to undertake such a great, challenging and innovative
work. We are grateful to them for their encouragement,
understanding and insightful support in the development process.
We thank the Principal of our college, Dr.M.G.Ragunathan, and
Vice Principal (Shift-II), Dean IT, Staff members of our
department and other Staff members from Shift-II for their kind help
and cooperation to complete this task successfully.
We would like to give a special mention here that we are indebted
to Charulatha Publications for bringing out this book successfully
and also our parents, husband, friends and others who has been
associated with this project but whose name does not find a place in
this acknowledgement.
With sincere regards,

Dr. R. Rajini Surendranath
Mrs. M. Lavanya
Mrs. K. Gowri
AUTHOR BIOGRAPHY
Dr. R. Rajini Surendranath, has been in the
teaching and research for the 16 years. Her main
areas of interest are Data Science, Cloud Computing
and Machine Learning. She has published quality
articles in reputed International and National
journals. She is presently working as Associate
Professor & Head in the Department of Computer Science, Guru
Nanak College, Velachery, Chennai. She strongly believes in the
sustainable development which is the solution for the long term
growth of the country.
Mrs.M.Lavanya is working as an Assistant
Professor in the Department of Computer Science at
Guru Nanak College (Autonomous), Velachery,
Chennai. She has experience in the profession of
teaching around 2 years. She holds degrees in
M.C.A., B.Ed., M.Phil., Her area of research interest
includes Data Mining, Software Engineering, Data Science and
Artificial Intelligence.
Mrs. K. Gowri is working as an Assistant Professor
in the Department of Computer Science at Guru Nanak
College (Autonomous), Velachery, Chennai. She has
experience in the profession of teaching around 3 years.
She holds degrees in M.Sc., M.Ed., M.Phil., and has
qualified the State Eligibility Test (SET) for Lectureship conducted
by the Mother Theresa University, Tamil Nadu, India. Her area of
research interest includes Cloud Computing, Cloud Security, Data
Science and Artificial Intelligence.
CONTENTS
UNIT – 1 INTRODUCTION 1.1 – 1.31
1.1. Meaning and Definition........................................................ 1.1

1.2. Concept of Values ................................................................ 1.2
1.3. Aims of Value Education ..................................................... 1.6
1.4. Types of Values ................................................................... 1.9
1.5. Need and Importance of Value Education........................... 1.14
1.6. Personal Development Introduction.................................... 1.16
Model Questions ......................................................................... 1.31
UNIT – 2 HUMAN VALUES 2.1 – 2.25
2.1. Human Values: role of family, society and educational

institutions ........................................................................... 2.1
2.2. Introduction ......................................................................... 2.4
2.3. National Integration ........................................................... 2.18
2.4. International Understanding ............................................... 2.22
Model Questions ......................................................................... 2.25
UNIT – 3 GLOBAL DEVELOPMENT ON ETHICAL VALUES IMPACT

3.1 – 3.37
3.1. Cultures and Conflict ........................................................... 3.1

3.1.1. Meaning of Culture .................................................. 3.1
3.1.2. How Cultures Work ................................................. 3.4
3.1.3. Culture and Conflict: How to Respond ..................... 3.6
3.2. What is ethics? ..................................................................... 3.7
Value Education C.2
3.2.1. Definition of Ethics .................................................. 3.8

3.3. Cross-border Education: Complexities and Challenges ......... 3.8
3.3.1. What is cross-border education? ............................... 3.8
3.3.2. Real Love ................................................................. 3.9
3.4. Negative Thoughts ............................................................... 3.9
3.4.1. Where Negativity Comes From ................................ 3.9
3.4.2. Negative Can Become Positive ............................... 3.10
3.4.3. Steps to creating a more positive thought process ... 3.10
3.4.4. Be Aware of Your Thoughts................................... 3.12
3.4.5. Identify Negative Thoughts .................................... 3.13
3.4.6. Negative Thoughts ................................................. 3.14
3.4.7. Replace with Positive Thoughts.............................. 3.14
3.4.8. Reinforce ............................................................... 3.16
3.5. Adolescence and Emotions ................................................. 3.26
3.5.1. Storm and Stress .................................................... 3.27
3.5.2. Common Emotional Patterns .................................. 3.28
3.5.3. Anger ..................................................................... 3.28
3.5.4. Fear ........................................................................ 3.29
3.5.5. Worry..................................................................... 3.30
3.5.6. Jealousy ................................................................. 3.30
3.5.7. Affection ................................................................ 3.31
3.5.8. Joy ......................................................................... 3.32
C.3 Contents
3.6. Sex Interest and Sex Behavior ............................................ 3.32

3.6.1. Pattern of Sex Interests ........................................... 3.33
3.6.2. Approved Sex Roles ............................................... 3.35
Models Questions ....................................................................... 3.36
UNIT – 4 FOSTERING VALUES 4.1 – 4.31
4.1. Development of Values: Attitudes and Personal Qualities .... 4.1

4.2. Core Values ......................................................................... 4.2
4.3. Ways of Fostering Values in Children .................................. 4.4
4.4. Rath’s Process of Valuing .................................................. 4.22
4.5. Methods of Fostering Values .............................................. 4.24
4.6. Value Crisis ....................................................................... 4.28
4.7. Conclusion ......................................................................... 4.30
Model Questions ......................................................................... 4.31
UNIT – 5 HUMAN RIGHTS 5.1 – 5.24
5.1. The Concept of Human Rights ............................................. 5.1

5.2. Human Rights and Constitutional Provisions ........................ 5.9
5.3. Human Rights of Women and Children .............................. 5.10
5.4. Institutions for implementation of Human Rights ............... 5.22
5.4.1. National Human Rights Commission...................... 5.22
Model Questions ......................................................................... 5.24
1
Introduction
1.1. MEANING AND DEFINITION
According to its verbal meaning value signifies that quality of an

individual or thing which makes that individual or thing important,
respectable and useful. The quality may be internal or external or
both.
Values means something that is precious, dear, worthwhile,
valuable and estimable and hence worthy of possession. Value is a
standard. A value may be described as an emotional attitude, which
motivates a person directly or indirectly to act in the most desirable
way preferred by him or her. Values are defined as ‘beliefs upon
which man acts by preferences’. The Oxford Dictionary defines
value as something of great worth or importance or standard or
principle that is valuable in life.
Values are the guiding principles of life which are conducive to
all round development. They give direction and firmness to life and
bring joy, satisfaction and peace to life. They bring quality to life.
Thus “Value is something or anything which appeals us, satisfying
our needs, whether it is material or non-material, satisfaction and
desirability are common elements init.”
Values regulate and guide human behavior and action in our day
to daily life. Values are embedded in every word we select and
speak, what we wear, ways in which we interact, our perceptions and
interpretation of others reactions in what we are say and soon.
1.2 Introduction
Values are formed on the basis of interests, choices, needs,

desires and preferences. These comprise the nuclei of value
formation. Values have a selective or directional quality. When
preferences acquire certain definiteness, intensity and stability, these
become the criteria for judgement, choices, action and grounds for
decision-making in behaviour. Value thus is considered to be an
enduring belief upon which human beings act by preferences.
Values involve the processes of thinking, knowing/understanding
feelings and action. These involve feelings i.e. strong liking for
something, feeling deeply about the things one values and so on.
People's action often give us clues as to what they value. If we try
noticing what a person does in spare time when he or she is not
being coaxed or threatened to do a particular activity, we may get
some ideas about what he/she values.
Generally, value refers to the 'desirable'. It is difficult, however to
define what is desirable, what kind of things/actions are good. What
is desirable today may not be a desirable tomorrow and what is
desirable here may not desirable elsewhere. Desirable is when our
actions promote the general good in terms of the norms and ideals of
a particular society and in terms of the consequences of our practices
and action.
1.2. CONCEPT OF VALUES
In view of the noted philosopher A.C. Garnett in Religion and

Moral life (1955) observed that on account of the ambiguity of the
term ‘Value’ it should be avoided except where the contextual
meaning is clear.
Value Education 1.3
According to Maslow, Values are defined in many ways and

mean different things to different people. As a matter of fact, it is so
confusing semantically that I am convinced we will soon give up this
catch-all word in favor of more precise and more operational
definition.
The concept of values refers to the criteria used for determining
levels of goodness, worth or beauty. Values are estimable and hence
worthy of being possessed. The most popular meaning of the concept
of values is given by Dewey, John is “To value means primarily to
prize, to esteem; but secondarily it means to apprize, to estimate. It
means, that is, the act of cherishing something, holding it dear and
also the act of passing judgement upon the nature and amount of
values as compared with something else. To value in the latter sense
is to valuate or evaluate”.
Value education is that form of education that stresses the
acquisition of living values by learners. It inculcates universal and
ethical values such as compassion, courage, honesty, tolerance and
truthfulness (Aggrawal, 1992). This helps in nurturing balanced
individuals thus creating a humane society. Values are what promote
human beings to personhood. These values are inherent in all people
and acting contrary to them negates one’s personhood. Animals live
by instinct; they are driven by instinctive forces and are not
answerable to their acts. These instincts drive them to find food,
shelter, and to procreate. Human beings are gifted with an intellect
that helps them reason about the right course of action especially in
moral aspects.
1.4 Introduction
Values represent the aspirations of religions and philosophies that

aim to guide people along the path to a better existence. Peoples who
practice values develop inner strength and can resist common human
weaknesses. Values are beauty and grace of life. They are essential
constituents of civilization. Our values given an indication of our
character and determine our moral and ethical choices.
According to All port, ‘Value is a belief upon which a man acts by
preference’. Rokeach defined value ‘as an enduring belief that a
specific mode of conduct or end-state of existence is personally or
socially preferable to an opposite or converse mode of conduct or
end-state of existence’ and value system for him is ‘as an enduring
organization of beliefs concerning preferable modes of conduct or
end-states of existence along a continuum of relative importance’.
According to Hill ‘Values are individual beliefs to which people
attach significant worth and by which they organize their life. Hence
it can be said that values are principles before us that guide and
direct our behaviour. Things or ideas are valuable because, we value
them and desire to possess them or desire to cherish them.
W.H. Kilpatrick has explained the concept of values as, “That out
of man’s capacity for goal seeking behaviour arise his wants and
efforts and out of these come in consciously chosen goals. Because
goals conflict, man isled weigh his goals against each other”.
It is generally accepted that values are at the root of all types of
behaviours, including those that are morally, politically or
economically motivated. Values are subtle and are exhibited through
behaviour. Values are our convictions that guide our behaviour.
They help us in deciding what is right and what is wrong. Parsons
Value Education 1.5
(1951) opined that the basic social function of values is to motivate

and control the behaviour of group members.
Values shape behaviour of both individuals as well as of
organizations. The behaviour of individuals affects the behaviour of
organization if the individual is a part of organization. Values are
used to characterize societies and individuals, to trace change over
time and to explain the motivational bases of attitudes and
behaviour. Values are more significant to our functioning as
individuals and as people. Values exert desirable influences on the
way that individuals select, behave and evaluate their worlds.
Values have three basic elements namely, cognitive, affective and
volitional. Thus a value goes beyond the cognitive domain to an
affective domain to incorporate a volitional element or disposition to
act.
An individual organizes his values in a hierarchical way because
they differ in their importance to him. Human needs and social
demands determine the values of a person apart from his cultural
background. It is also said that ‘Values are global in nature and
culture specific’.
The process of acquiring values begins at birth. That is, primarily
values are learned at home but in due course they will change
according their experience. Values differ from generation to
generation. Different regions may have different values and different
cultures have different values. Values changes over time within the
same society. They are influenced by the changing needs and present
situations of the society. Therefore culture has a strong influence on
the values.
1.6 Introduction
Values are relatively stable and persistent. It is accepted that if a

person’s behaviour can be predicted by his values. Values are the
determinants of attitudes and behaviour of an individual. Values are
self-imposed rules, or ethical policy we adopt in order to travel
through life with a clear ethics.
Thus the concept of value may be concluded as they are priced,
precious, worthwhile, estimable, desirable, dear and valuable
material things such as property, money, good appearance, children
etc., as well as non-material and abstract beliefs/ideas such as truth,
desire, justice, honesty, piety, self-respect etc.
1.3. AIMS OF VALUE EDUCATION
Education is not merely acquiring knowledge, gathering and

correlating facts, it is to see the significance of life as a whole.
Education means self-culture and self-improvement. This is the
perennial source of illumination of various walks of life.
Education is to be perceived as an outcome but as an experience
in itself, which will enable student to live safe, healthy and fruitful
life and become responsible citizens who make positive
contributions to the society.
Value education aims at transforming a mind into healthy,
innocent, natural and attentive, capable of higher levels of sensitivity
and perception. It develops moral, spiritual, aesthetic and social
values in a person. It teaches to preserve whatever is good and
worthwhile in the culture we inherited. It helps us accept and respect
the attitudes and behaviours of those who differ from us.
Value Education 1.7
Education for values aims at promoting broader capabilities,

attitudes and skills that matter not just in schools but also life beyond
schools, making the world a better place not just for themselves but
also for their family, friends, colleagues and others. Education for
values underpins the understanding that values are to be inculcated
in students not just, for their own interest but also for the common
good reflecting the balance between individual’s interest and larger
interest. The focus therefore cannot only be improving of academic
knowledge, practical and technical skills mostly tied to market needs
and employability but also holistic education focusing on the
emotional and relational skills conducive to health and wholeness of
the society and the nation. The aim of holistic development of
students can thus be located in education for values. Education in
values also prepares student for the world of work. The attitudes and
values of hard work, discipline, cooperation, communication skills
etc. enable them to develop healthy interpersonal relationships at
home and in school which in turn facilitate their better adjustment on
the job.
At the individual level, fostering values in school students
therefore needs to be seen as an investment in building the
foundation for lifelong learning and promoting human excellence.
The capacity to listen patience, endurance, cooperation, team work,
positive attitude towards study, work and life are the hallmarks of a
good student or a person. So values, in fact, promote both academic
as well as human excellence. In this sense education for values
humanizes education.
1.8 Introduction
At the societal level, education for values aims at promoting

social cohesion and national integration for transforming societies,
nations and creating a better world. It can contribute to create the
aspiration for transformation of the culture of war, violence and
greed into a culture of peace; where people learn and understand
more about each other’s uniqueness, human rights and fundamental
freedom; where people learn to care and share to live together in a
just, peaceful and compassionate society both in their immediate
contexts and in the world at large.
The aim of values education is to encourage young people’s
awareness of having values and their corresponding relationship to
the world in which they live. It is therefore necessary to try and
convey the idea of which values people in our society regard as
necessary (and through which our society is shaped today). A
democratic society demands that an individual should have many
skills, among them the skill to deal with conflicting values and to
take independent decisions. It demands a critical faculty as well as
competence to judge based on your moral principles. Democratic
societies must therefore take an interest in that such skills are
encouraged. Educators and teachers as well as parents are not just
there to practice behaviour based on values, but are mainly there to
help adolescents to understand the rules which society has
developed, to be able to apply them independently and also to
participate in political discussions regarding any possible changes to
these rules. For this reason, we need educators who do not insist on
their own interpretation of moral principles, rather educators who
help adolescents to develop their own skills in applying morals to
their lives.
Value Education 1.9
Value education system that aims to enrich the level of our

understanding and respect for such values and aims to bring us
maturity of mind is called value-based education. Only a value-based
education can give our youth the altruistic and benevolent sense of
living for others; as Swami Vivekananda said, “They alone live who
live for others”.
Parents and society try to fix certain values on children. Learning
experiences and social interaction offer an outlook and attitudes of
children are transformed accordingly. If curriculum is outlined
likewise and based on values, particular values are bound to reflect
through learning process. According to Evan Smith-1. Value based
teacher can only fix certain values. As the teacher so the values. 2.
Educational system is a by-product of social and cultural
advancement. Both formal and non-formal agencies are equally
responsible to create necessary values for the development of
personality of students.
1.4. TYPES OF VALUES
Classifying values has always been a complicated task and have

been classified differently. This is due to the fact that there are no
hard and fast rules to classify values as they are closely interlinked
and interrelated. Values are sometimes classified according to the
needs and demands of the society.
Personal Values
Personal Values are personal to an individual both in terms of
their possession and their use. It is a desire and cherished by the
individual irrespective of his or her social relationship. Each and
1.10 Introduction
every individual like to imbibe these values at their personal level.

These values make a person good for himself. Examples: ambition,
cleanliness, discipline, honesty, loyalty, contentment, courage,
creativity, determination, dignity of labour, diligence, excellence,
hope, maturity, regularity, punctuality, self-confidence, self-
motivation, simplicity, accomplishment, purity etc.
Social Values
Social values are certain behaviours and beliefs that are shared
within specific cultures and social groups. These values are
cherished and practiced because of our association with others. It
imposes the interaction of two or more persons. Social values are
always practised in relation to our neighbours, community, society,
nation and world. These values are good for the society and form the
basis of the relationship of an individual with other people in society.
Examples: courtesy, charity, civic duty, fairness, goodness,
neighborliness, trust and truth, accountability, brotherhood,
dutifulness, forgiveness, freedom, friendship, gratitude, hospitality,
justice, love, patience, repentance, responsibility, service, sharing,
sympathy, team spirit, tolerance etc.
Moral Values
Moral values are those values that enable an individual in making
a distinction between right and wrong and good and bad etc. It
particularly refer to the conduct of man towards man in the various
situations in which human beings come together. They reveal a
person’s self-control. Example: fairness, justice, equality, human
dignity, honesty, integrity, sense of responsibility, compassion etc.
Value Education 1.11
Spiritual Values
Spiritual values are characterized by the process of ‘reflecting on
non-material dimensions of life and acquiring insights into personal
experiences, which are of enduring worth. They are related to soul
and immaterial reality related. They are intangible and are not
concerned with material things. They need not be religious values.
They affect the individual in his relations with himself’. Spiritual
values are eternal and they do not change. They are real ideas. These
are concerned with the realisation of the ‘Self’ and being one with
‘Divinity’. Examples: truth, beauty, goodness, unity, pure, love, joy,
self-giving, contentment, wisdom, dispassion, self-discipline,
devotion to God, etc.
Cultural Values
Cultural values are the standards of what is acceptable or
unacceptable, important or unimportant, right or wrong in a
community or society. It gives importance to preserve cultural
practices, ceremonies, traditions and way of life which might be
threatened by the materialistic culture of modern times. They
maintain the integrity of language, behaviour, and traditional rites.
Examples: hospitality, codes of conduct, social order, tolerance,
gentleness, non-violence, love etc.
Ethical Values
Ethical values are a set of moral principles that apply to a specific
group of people, professional field or form of human conduct and
interaction. Ethics are based on the awareness that a human being is
essentially spiritual and intrinsically valuable. Ethical values respect
human rights through self-restraint, non-aggression, integrity, justice
1.12 Introduction
and honesty. A person with ethical values can be trusted and will be
respected and revered. These values presuppose moral courage and
the power to act according to one’s moral convictions even at the
risk of financial, emotional or social security. These relate to our
personal behaviour with our fellow beings. Among these we include
values like honesty and truth etc. All moral values are also covered
under ethical values.
Behavioural Values
Behavioural values refer to all good manner that are needed to
make our life successful and joyous. They are those values which
will express our conduct and behaviour in our daily life. Behavioural
values will adorn our life and spread cordiality, friendliness, love all
around. Example: cordiality, integrity, trustworthy, kindness, loyalty
etc.
Instrumental Values
Instrumental values are such values that are useful in deriving
some other benefit through them such as economic gain or an
increase in status. Example: education, political power etc.
A subject is said to have instrumental value when it is pursued,
not for its own sake, but for some ends beyond itself. Instrumental
values include preparatory or introductory, practical or utilitarian,
socializing and conventional values.
Intrinsic Values
Intrinsic value are values which are judged well, not for
something else, but in and of themselves. Intrinsic values are such
values that are pursued and possessed for their own sake. It refers to
the value of an object has solely by virtue of its ‘intrinsic properties’.

Intrinsic values are said to be inherent in themselves. They are
supposed to be invaluable in an absolute sense. Examples: goodness,
beauty, artistic expression, happiness, truth and bliss. They
themselves are the ends and not the means for achieving some other
end.
Aesthetic Values
Values which give us pleasure and happiness are known as
aesthetic values. Aesthetic values represent and seek to emulate the
beauty of the Divine through the arts. To intensify appreciation, to
strain and alert every sensitivity to a full appreciation of a value is to
treat it as an aesthetic value. Things and activities which gives joys
of beauty are aesthetic values. Example: beauty, taste, architecture,
calligraphy and literature.
Democratic Values
A person with democratic outlook is characterized by – respect
for individuality, equal treatment to all, irrespective of their sex,
caste, language, religion, colour, race, family status etc. ensuring
equal social, political and religious rights to all, impartiality and
social justice and respect for the democratic institutions.
According to National Curriculum framework for School
Education (2000), “Truth, righteous conduct, peace, love and non-
violence are the core universal values that can become the
foundation for building the value based education programme. These
five universal values represent the five domains of human
personality – intellectual, physical, emotional, psychological and
spiritual - are correlated with the five major objectives of education,
1.14 Introduction
namely, knowledge, skill, balance, vision and identity. In addition,

key qualities like regularity, punctuality, cleanliness, self-control,
industriousness, sense of duty, desire to serve, responsibility,
enterprise, sensitivity to equality, fraternity, democratic attitude and
sense of obligation to environmental inculcation and nurturance of
moral , ethical, humanities and constitutional values.
1.5. NEED AND IMPORTANCE OF VALUE EDUCATION
Value education has a special role in our country with different

diversities in religion, ethnicities, cultures and language
backgrounds. Such education is to foster in the long run a culture of
‘unity in diversity’, a culture of tolerance for pluralism and a culture
that promotes peaceful means for resolving problems and issues.
Ghandhiji considers value as an inseparable component in the full
flowering and development of personality. These values are also
considered as determinants of human behaviour. They play a vital
role in the lives of every individual. Values are enduring and they
facilitate standards that guide the conduct of human beings.
In this present modern era, there has been a substantial erosion of
values, the fabric of society is being from and age-old ties are
breaking up and hence value education aims to provide direction for
personal, emotional, social, cultural, ethical, moral, humanistic and
spiritual development. There has been a rise in the number of cased
of children with emotional disturbance, anti-social behaviour and
drug abuse. The magnitude of value crisis indicates the need for
value education in schools and demands conscious, planned,
persistent and purposive efforts by teachers. Value education needs
to be integral component of curricular and co-curricular activities.
Education becomes meaningless unless accompanied by

knowledge of values. Educated and intelligent people with poor
values in life not only make their own life miserable but also bring
more harm to the society than good. The goals of education are not
just to produce individuals with knowledge and memory but also to
produce individuals with values. Superstitious, ignorance,
intolerance and narrow perceptions lead to fights, riots and war,
making life miserable to everyone. The consumerist and commercial
ethos of our times have made primary goal of education to be to
acquire material success and power in goal of education to be to
acquire material success and power in this competitive world. As a
result the basic values like honesty and tolerance are neglected in
personal and public life of people, resulting in the rise of crime,
violence, cruelty, greed and apathy to human sufferings. There is a
need to overcome the narrow casteist, communalist, linguistic and
regional divides among the people and to promote unity, social and
national outlook. Values of idealism, altruism, selflessness and
service to fellow humans are vanishing from our life. There is also a
need to develop sensitivity to the beauty of art, literature, craft and
nature.
A number of modern values such as democracy, equality, liberty,
fraternity, global perception, international co-operation,
environmental protection of human rights have developed in recent
decades. These values are to be inculcated in the children right from
childhood. Children inherit their values from their parents, teachers
and those around them. The information on values they get from
these sources has to be supplemented or corrected through value
1.16 Introduction
education in the school. They should be made aware of the

importance of leading value-based lives. Values should be
deliberately inculcated, directly or indirectly, so that along with
mainstream curriculum, they also acquire necessary knowledge and
skills that prepare them to be responsible citizens.
The National Curriculum Framework (2005) stress on education
for peace in schools as a counteracting measure to the unprecedented
violence that exists globally, nationally and locally. It also opines
that education for peace, tolerance, justice, intercultural
understanding and civic responsibility. It embodies joy of living and
encompasses respect for human rights, justice, tolerance,
cooperation, social responsibility, respect for cultural diversities, in
addition to a firm commitment to democracy and resolving conflicts
non-violently.
Education without values is not Education at all. In these
circumstances, the need to reorient education and the school
curricula with value education should receive priority. There is a
need for country wide concerted efforts in this respect. A majority of
the children are studying in schools today and they would become
tomorrow’s full-fledged citizens. Anything imbibed at an
impressionable age would have long lasting effect. If they come out
of schools with a value-laden bent of mind, the country’s future
would be in safe hands.
1.6. PERSONAL DEVELOPMENT INTRODUCTION
The development of one’s personality, done in the right manner,

is a challenging and rewarding task for every individual, particularly
for the energetic youth who can gain much from it. It is challenging
in that it demands hard, methodical labour, perseverance and careful

attention. And it is rewarding since no effort in this direction goes in
vain. In fact, every effort brings success and satisfaction
proportionate to the attempt. Moreover, it is every person’s duty to
work towards it, since personality development is necessary for
success in any field.
What Is Personality?
According to the Cambridge International Dictionary of English,
‘Your personality is the type of person you are, which is shown by
the way you behave, feel and think.’ Personality, according to the
Long man Dictionary of Contemporary English, is the ‘whole nature
or character of a person.’
How a person behaves, feels and thinks; how he conducts himself
in a given set of circumstances is largely determined by the state of
his mind. Mere external appearance or a person’s speech or
mannerisms are only fringes of one’s personality. They do not reflect
the real personality. Personality development in the real sense refers
to deeper levels of a person. So a study of our personality should
start from a clear grasp of the nature of our mind, and how it
functions.
Necessity to know our mind
We intend to do many things – make resolutions to cultivate good
habits, to kick certain bad habits, to study with concentration, to do
something with a concentrated mind. Very often our mind rebels,
forcing us to beat a retreat from our efforts in implementing our
resolutions. A book is open before us, and our eyes are open. But the
mind has started wandering, thinking about some past events or
1.18 Introduction
some future plans. The same thing happens when we sit for a few
minutestryingtoprayorthinkofadivinenameorform.SaysSwamiViveka
nanda:‘Free! We, who cannot for a moment govern our minds on a
subject, focus it on a point to the exclusion of everything else for a
moment! Yet we call ourselves free. Think of it!”
The fourfold functions of the mind
The human mind has four basic functions. This can be illustrated
by an example: suppose I meet a person whom I had met
somewhere, say, about ten years before. I try to recollect when and
where I met him and who he is. From the inner recesses of my mind
there begins a process of scanning, as it were, to check if there are
any events stored there connected with the person. Suddenly I am
able to recognize the person as so and so and finally say ‘he is the
same person I met in such and such a place,’ etc. I now have a firm
knowledge about the person.
Analyzing the above example, we are able to discern four functions

of the mind:
1. Memory
The storehouse of memory and impressions of our past
experiences presents various possibilities before the mind. This
storehouse is called chitta. It is in this storehouse that the
impressions of our thoughts and actions-good and bad – are
stored. The sum total of these impressions determine our
character. This chitta, again, is what is known as our
subconscious mind.
2. Deliberation and Conceptualization

Not yet sure, the mind examines the many options presented
before it. It deliberates on several things. This faculty of the
mind is called manas. Imagination and formation of concepts are
also functions of the manas.
3. Determination and Decision-making
Buddhiis the faculty responsible for decision-making. It has the
capacity to judge the pros and cons of things and find what is
more desirable. It is also the discriminative faculty in a person,
which enables him to discriminate between the real and the
unreal, between what is to be done and what is to be avoided,
what is morally right and what is wrong. It is also the seat of
will power so essential for personality development and hence
this aspect of the mind concerns us the most.
4. I’Consciousness
Appropriating to oneself all physical and mental activities e.g.,
‘I eat’, ‘I see’, ‘I talk’, ‘I think’, ‘I am confused’, etc., is called
ahamkaraor ‘I’ consciousness. As long as the ‘I’ identifies itself
with the undisciplined body-mind complex, human life is
dictated by events and circumstances of the world; we become
happy with pleasurable events, and miserable with adverse
circumstances. More the mind gets refined and disciplined, more
does one get to know the real source of ‘I’ consciousness.
Correspondingly, a person becomes more balanced and
equipoise in his daily life. Such a person is no longer swayed by
any event or circumstances of life.
1.20 Introduction
These four aspects of the mind, vizmanas, buddhi, chitta and

ahamkara, are not watertight compartments. It is the same mind
called by different names based on its functions.
More about the mind
The Katha Upaninshad describes human personality with the help
of a chariot allegory. Our ‘I’ is represented by the master of the
chariot; the body is the chariot and the buddhi the charioteer. The
manas is represented by the reins to which are yoked the horses
representing the sense organs- ears, skin, eyes, tongue and nose-
which are the five windows in a human being that give him or her
the knowledge of objects in the world. The sense objects represent
the road on which the chariot travels. The human being who
identifies himself or herself with this body- mind system is said to be
the enjoyer of objects or the fruits of actions.
If the horses are not woken and if the charioteer is asleep, the
chariot cannot reach its destination. It can even overturn and spell
the death of the master. Similarly, if the sense organs are not
disciplined, and if the power of discrimination lies dormant, one
cannot reach the goal of human life.
On the other hand, if the horses are woken and the charioteer is
wide-awake, the chariot reaches its destination. Even so, if the
buddhi is wide awake, and if the sensory system together with the
mind is disciplined and controlled, a human being can reach the goal
of his life. What is that goal? We will come to it shortly. Another
important activity of the mind that concerns personality development
is our emotions. More the emotions are under control, healthier
becomes one’s personality. Emotions can be broadly classified into
two types, viz attraction and repulsion. Love, admiration, aspiration,
sympathy, joy, veneration, pride and the like indicate attraction.

Hate, anger, fear, sorrow, jealousy, disgust, shame, etc are of the
nature of repulsion. As long as one is entangled with the
undisciplined mind, one’s personality does not really develop.
Buddhi, the charioteer, serves as an effective instrument of self-
development by controlling the emotions and raising the higher self
from the hold of the lower mind.
I Activities
1. Make a list of 5 occasions each when you have and have not
considered help or priority to individuals of your opposite
gender.
2. List 5 ways by which you will help the physically challenged.
3. Describe in 200 words any experience you have had with an
intellectually challenged individual.
II Record as indicated in the table
S.No Criteria/Person Explain Reason Not Reason Vow
Respect respected
Given to
1. Age
2. Experience
3. Maturity
4. Family
members
5. Neighbours
6. Co-workers
1.22 Introduction
Character formation towards positive Personality

There are certain values that are extremely necessary for life, but
which are generally ignored by the modern system of education.
Today’s education lays emphasis on accumulation of factual
knowledge, but fails to mould the character of the youth. Our young
people therefore have failed to acquire the means by which they can
make themselves spiritually strong, courageous, bold and upright.
The intellect gets sharpened by means of studies. Should there not be
similar training for the cultivation and control of our minds and
hearts? Our intelligentsia does not seem to have arrived at a
constructive plan for the training of character as yet. The proverb
goes, “A single good act is worth a ton of advice.” Many enriching
experiences and incidents in successful lives are not only of interest
and significance, but also help in the moulding of character.
What is character?
Every action and thought of ours leaves an impression in our
mind. These impressions determine how we respond to a given
situation. The sum total of all our impressions is what determines our
character. The past has determined the present. Even so the present-
our present thoughts and actions – will shape our future. This is a
key principle governing personality development.
“A nation may conquer the waves, control the elements, develop
the utilitarian problems of life seemingly to the utmost limits, and yet
not realize that in the individual, the highest type of civilization is
found in him who has learned to conquer self”.
“This universe is simply a gymnasium in which the soul is taking
exercise; and after these exercises we become Gods. So the value of
everything is to be decided by how far it is a manifestation of God.

Civilization is the manifestation of that divinity in man”.
The divine core of our personality is covered, as it were, by five

dimensions:
• Physical dimension consisting of our body and senses.
• Energy dimension which performs digestion of food,
circulation of blood, respiration and other activities in the
body.
• Mental dimension characterized by the activities of the
mind, like, thinking, feeling and emotions, etc.
• Intellectual dimension characterized by the determinative
faculty in a person. This is also the seat of discrimination and
willpower.
• Blissful dimension experienced as bliss during deep sleep.
Some essential qualities for personality development:

1. Faith in one self
Swamiji held faith in one’s potential divinity as the sheet anchor
of personality development. Faith in God came next only to faith
in oneself. If one believes that one’s real nature is the spirit not
the body or the mind – one would be a better individual with
strong character.
2. Think Positive Thoughts
Swamiji decried, in no uncertain terms, there should be
weakness in human beings. Positive, wholesome thoughts based
on our inherent divinity are essential for a strong character. ‘Go
1.24 Introduction
on doing good, thinking holy thoughts continuously, that is the

only way to suppress base impressions… Character is repeated
habits and repeated habits alone can reform character. Further,
according to Swamiji, the only sin is to think of oneself and
others as weak.
3. Attitude towards Failures and Mistakes
Swamiji advocated upholding the ideal once again even if a
person failed a thousand times. He appreciated committing
mistakes and learning from them rather than leading an inert
existence like a wall, which cannot even tell a lie.
4. Self-reliance
Man is the maker of his own destiny, said Swamiji: ‘We are
responsible for what we are, and whatever we wish ourselves to
be, we have the power to make ourselves.
5. Renunciation and Service
Swamiji held selfless service as a paramount means to character
development. This, coupled with renunciation of selfishness and
desire for the fruits of action, was considered by Swamiji as the
twin ideal of our nation ‘Intensify her in those channels,’ said
he, ‘and the rest will take care of itself’.
The ideal of all education, all training should be this man-making.
But, instead of that, we are always trying to polish up the outside.
What use in polishing up the outside when there is no inside? The
end and aim of all training is to make the man grow. The man who
influences, who throws his magic, as it were, upon his fellow-beings,
is a dynamo of power, and when that man is ready, he can do
anything and everything he likes; that personality put upon anything

will make it work.
What the youth really need are proper ideas, inspiring models and
appropriate guidance to help them realize their mistakes and correct
themselves, rather than criticizing them violently, attacking verbally
or condemning out rightly. Are the youth an asset to the nation? Are
there among them builders of the nation who can make her hold her
head high among other nations? Are they capable, with the education
they have been given, of defending themselves and the country?
Have they some concern, some feeling and sympathy for the millions
of poor people who have been subjected to repression and
exploitation for centuries, people whose sweat of labour has
provided them with the privilege of education, job and other
amenities? Have they at least the keen desire to attain a level of
achievement in the field chosen by them? Has the education taught
them the virtues of honesty and responsibility? What can the nation
expect from the youth who are physically weak, who are slaves of
comfort and luxury, who are idling parasites, sucking the blood of
the nation?
The youth are the symbol of a nation’s enthusiasm, energy and
hope. If we cannot make their irrepressible energy flow in proper
and useful channels, all our national projects will go down the drain.
What directions do the minds of the educated youth, who received
their training because of the hard work of the people of the nation,
take today? Do they have a sense of dignity of labour? Today,
teachers and parents think that the purpose of their lives is fulfilled
when their children are educated, pass examinations, get a job and
1.26 Introduction
earn money. Nobody seems to be concerned about whether children

imbibe any noble qualities and become good human beings.
There is a solution to the problems of the youth. The solution lies
in re-establishing the self-confidence of the youth, in showing them
the way of regaining their faith in themselves. With this, not only the
individual but also the society rises to the heights of great
achievement. When an individual becomes aware of his own
tremendous potentialities, when he realizes that he himself is the
architect of his future, he tries honestly to come up in life just like a
man who falls to the ground will use the ground itself for support to
standup.
Many of the leaders who fought for the freedom of India
staunchly believed that the country has a special spiritual message to
give to the world. Gandhiji imbibed the spirit of this message in his
life and inspired his countrymen to live a life of selfless service for
the good of the nation. The fight for freedom started only with the
noble urge for preserving the culture and virtues of the people and
also ensuring their welfare and well-being. At the dawn of the
freedom movement, Swami Vivekananda gave a clarion call to the
people to imbibe the spirit of true religious idealism as laid down by
our great seers, based on the universal principles of the divinity
present in every human being, the solidarity of the universe, the
essential unity of all religions and service of God in the human
being. Indeed, these are the answers to the fundamental questions
about life and existence. Hence these truths are applicable for all
times and for all places.
The educated have a great role to play. And the role of young
people is still greater. It is not material help alone that provides a
cure for the ills of the world. “We may convert every house in the
country into a charity asylum; we may fill the land with hospitals,
but the misery of man will still continue to exist until man’s
character changes,” says Swami Vivekananda. We will be doing the
greatest service to humanity not only by raising the roofs of houses
but also by raising the minds of people.
Industry makes genius
Look at the history of the world. All those who have achieved
something great have done so by means of hard work. They were
wholly absorbed in their work. Such work gave them limitless joy
and contentment. It imbued them with energy and self-confidence.
Thomas Alva Edison, the uncommon genius, with more than two
thousand inventions to his credit, said, “Inventions are not accidents;
they are the rewards for unceasing effort.” Genius is one-percent
inspiration and ninety-nine percent perspiration. Genuine success
and unending industry-are inseparable companions. In spite of hard
work, one may fail. But without sincere effort no one can attain
excellence. We should remember that we could get valuable objects
only by means of continuous effort. It is only in the dictionary that
“success” comes before “work.”
“Take up one idea. Make that one idea your life; think of it;
dream of it; live on that idea. Let the brain, muscles, nerves, every
part of your body be full of that idea, and just leave every other idea
alone. This is the way to success, and this is the way great spiritual
giants are produced.”
1.28 Introduction
From Mediocrity to excellence

Sir William Osler was one of the most reputed physicians of
Canada. As a student, anxiety and stress often tormented him. When
he was studying at the General Hospital in Montreal he was acutely
distressed with the thoughts about his future. Anxiety, doubts and
uncertainties besieged him. The volume of books he had to read for
the final-year examination unnerved him. He wondered whether he
would be able to cope with the year ahead. He felt unequal to the
task of keeping in mind the myriad facts and writing the
examination. Even if he passed the examination, the problem of
securing a job would stare him in the face. Should he launch on
independent practice? That would require heavy investment and the
grace of Lady Luck. How could one be sure about success in this
world characterized by cutthroat competition? On the whole, his
mind remained torn with anxieties and doubts about success in life.
But a single statement of Carlyle, which he happened to come upon
quite accidentally, changed the course of his life completely. “Our
main business is not to see that lies dimly at a distance, but to do
what lies clearly at hand.” This lifted him up from the abyss of
depression. It kindled in his heart the flame or inspiration needed to
transform him into an extra-ordinary man. He shaped himself into a
man of heroic deeds. That statement became a magic formula for the
triumphs of his life.
Later, he was instrumental in taking the famous John Hopkins
Institute to its height of all- round development. He had the honour
of serving four Universities as Professor. He became the Professor at
the Department of Medicine, Oxford University. The British

Government decorated him with several medals and titles.
William Osler, once addressing the students of Yale University,
said: “My reputation as a popular writer, a distinguished Professor of
a reputed University like Oxford may lead some of you to think that
I am a born genius. But that is not the truth. My close friends know
how mediocre my intellectual powers are.”
Let there be light
Swami Vivekananda said, “The remedy for weakness is not
brooding over weakness, but thinking of strength that is already
within them.”
As I have said to the Indian people again and again, if there is the
darkness of centuries in a room and we go into the room and begin to
cry, ‘Oh, it is dark, it is dark!’ will the darkness go? Bring in the
light and the darkness will vanish at once. This is the secret of
reforming men. Suggest to them higher things; believe in man first.
Why start with the belief that man is degraded and degenerated? I
have never failed in my faith in man in any case, even taking him at
his worst. Wherever I had faith in man, whether he appears to you to
be a very learned one or a most ignorant one. Have faith in man,
whether he appears to be an angel or the very devil himself. Have
faith in man first, and then having faith in him, believe that there are
defects in him, if he makes mistakes, if he embraces the crudest and
vilest doctrines, believe that it is not from his real nature that they
come, but from the want of higher ideals. If a man goes towards
1.30 Introduction
what is false, it is because he cannot get what is true. Therefore the

only method of correcting what is false is by supplying him with
what is true. Do this, and let him compare.
You give him the truth, and there your work is done. Let him
compare it in his own mind with what is already in him; and, mark
my words, if you have really given him the truth, the false must
vanish, light must dispel darkness, and truth will bring the good out.”
1. Identify one role model for each of the following:
S.no Characteristic Role Model Salient feature of
incident
1. Truthfulness
2. Contructivity
3. Sacrifice
4. Sincerity
5. Self-control
6. Altruism
7. Tolerance
8. Scientific
vision
MODEL QUESTIONS
1. Define value education. What is your opinion of the need for

value education in the curriculum?
2. Highlight the role of today’s youth in building a well-governed
nation.
3. What constitutes the personality of an individual? Explain
giving examples of a virtuous life.
4. What is the importance of character in developing a positive
personality?
5. Describe any touching experience you have had with or heard of
any one of the following:
a) Physically Challenged b) Intellectually Challenged
c) Gender equality
6. How dies one’s mind help in self-analysis and behaviour?
7. Share incidents of eminent personalities demonstrating any two
of the following:
a) Altruism b) Sacrifice
c) Tolerance d) Truthfulness
8. What are the components of value education? Integrate their role
in character formation.
9. What would you do in a situation when you find your classmates
ragging your junior? Explain a situation and give the action with
reasons.
10. Explain the interrelationships of dependence between members
of a family, including the aged.
2
Human Values
2.1. HUMAN VALUES: ROLE OF FAMILY, SOCIETY AND
EDUCATIONAL INSTITUTIONS
Human values are necessity in today’s society and business

world. Human values are the features that guide people to take into
account the human element when one interacts with other human.
They have many positive characters that create bonds of humanity
between people and thus have value for all human beings. They are
strong positive feelings for the human essence of the other. These
human values have the effect of bonding, comforting, reassuring and
procuring serenity. Human values are the basis for any practical life
within society. They build space for a drive, a movement towards
one another, which leads to peace. In simple term, human values are
described as universal and are shared by all human beings, whatever
their religion, their nationality, their culture, and their personal
history. By nature, they persuade consideration for others.
Common human values are as under
• Brotherhood, friendship, empathy, compassion, and love.
• Openness, listening, welcoming, acceptance, recognition, and
appreciation.
• Honesty, fairness, loyalty, sharing, and solidarity.
• Civility, respect, and consideration.
2.2 Human Values
The function of these basic values enable every human to realize

or maintain highest or human value for establishing relations of
peace and yet it remains indefinable. Its understanding varies
according to age (child, teen, adult), to one’s education and
surrounding culture. It is better assumed when combined with other
values: a disposition that is deeper than graciousness, very close to
consideration, and approaching appreciation. Truly, to respect
someone, one must be able to appreciate some of his/her human
qualities, even if one does not appreciate his/her opinions or past
behaviour.
Several universal human values such as Truth, Righteous conduct,
Peace, Love and Non- violence are directly associated to physical,
intellectual, emotional psyche and spiritual facets of human
personality. There is need and urgency to reinforce these values for a
better and humane society. These are described below:
Co-operation: It is the procedure to work jointly to attain some
goal, but many scholars visualize co-operation as a luxury and not an
important human value. It is unquestionably one of the most vital
assets one can have when working through a problem. Having the
opinions and voice of another person will not only draw out a
discussion of the topic, but also lead person to good solution. Co-
operation has been under-appreciated for years in its importance and
should be held in high regard. Caring: This human value is viewed as
exhibiting kindness and concern for others, the true importance of
this value comes from the work or practice of looking after those
unable to care for themselves. Caring for others both physically and
spiritually is an extremely important value to have; people will
Value Education 2.3
always rely on someone else for help at one point or another, but we
often fail to realize how much of a difference caring for another
person can make.
Honesty: Honesty is also vital human values. Presently, adopting
an honest approach can often feel intimidating and impossible, but
people fail to realize is that it is not the act of simply telling the truth
that makes someone honest rather the quality of person who is being
honest. An honest person is often straight, upright, sincere and fair
and being an honest person brings more reward to the soul than the
damage a lie could do.
Love: The presence of love in human life, the love they have for
their families, friends, our faith and for themselves is important
source of energy to lead smooth life.
Respect: Respect is a feeling of deep esteem for someone or
something elicited by their abilities, qualities, or achievements.
Faith: Faith is complete trust or confidence in someone or
something.
Beauty: Beauty is something that has really been spoiled by
human society. The way we think about something that is beautiful
is judged on a purely physical response, but the true meaning of
beauty is being in balance and harmony with nature. Many
researchers would argue that beauty is not a human value and,
although beauty is a subjective experience, when they analyse what a
subject of beauty is, it becomes anything that resonates with personal
meaning, not just emotion. The prominence of this Human Value is
clear when people think about the things that bring meaning into
2.4 Human Values
their life such as family and friends, these things become beautiful in
a greater sense.
Trust: Trust can be understood in many ways, but finally it
comes down to reliability and truth. Without trust, the world simply
would not function.
Integrity: As a human value, integrity is imperative that people
stand spiritually undivided and hold true to our integrity, the
importance of which is often forgotten.
Wisdom: Wisdom is also significant human value in many ways;
under-appreciated in its importance, in its value in our lives and in its
true meaning. Wisdom is also very often confused with words like
knowledge or intelligence but the word wisdom is defined as the
quality of having experience and good judgment and the resulting
soundness of that action or decision.
A value system is a continuing organization of beliefs concerning
preferable modes of conduct along a continuum of importance.
Therefore the importance of different values co-varies with the
importance of others in the value system.
2.2. INTRODUCTION
Value literally means something that has a price, something

precious, dear and worthwhile. It is defined as a belief upon which
man acts by preference. By a close examination of different sources
of the meaning of values, we may say
i) Values are general standards and higher order norms.
ii) Value is a belief that something is good and worthwhile.
iii) Value is a measure of goodness or desirability.
Value Education 2.5
iv) Values are socially defined and accepted desires and goods
that are internalized through the process of learning,
socialization and conditioning.
Importance of Values
i) Good values are the spontaneous manifestations of a sound
character and values form the central pole around which our
actions, desires and ambitions are organized.
ii) Values guide our behaviour and give meaning to our
existence.
iii) Values assist us to take right decisions and make choices.
iv) Values give direction and firmness to life and help us to be
morally sound.
v) Values set goals for achievements and they motivate, define
and colour all our activities in cognitive, affective and co
native domains.
The value process is usefully seen as being composed of the
following sub-processes:
i) Choosing from alternatives.
ii) Choosing after thoughtful consideration of consequences.
iii) Choosing freely.
iv) Prizing and cherishing.
v) Publicly affirming and appropriate sharing.
vi) Acting upon and
vii) Acting upon with some consistent pattern and repetition.
2.6 Human Values
The goal of the value clarification approach (Simon, etal 1972) is

to help people use these seven processes of valuing in their own lives
by applying these valuing sub-processes to already formed beliefs
and behaviour patterns and to those still emerging.
Religion, education, social and national traditions and structure
are pillars of certain values. The human conscience is also a source
of value awareness. When true values are inculcated among our
students they help them to take a voyage in the stormy sea of life.
Categorisation of Values
1. Constitutional and National Values
2. Social Values
3. Professional Values
4. Religious and Moral Values
5. Aesthetic Values
1. Constitutional Values
Introduction
India became an Independent country on August 15, 1947 and a
democratic constitution was established on January 26, 1950. The
Indian society upholds a set of values namely, democracy, socialism
and secularism, which guide the life of the individuals and group
functioning. These three basic values are stressed in the preamble of
the Constitution of India as
“We, the people of India, have solemnly resolved to constitute
India into a Sovereign, Socialist, Secular, Democratic Republic” and
to provide security to all its citizens.
Value Education 2.7
Meaning of Democracy
In the famous words of Abraham Lincoln, “Democracy is the
Government of the people, by the people and for the people”.
According to Dr. S. Radhakrishnan Commission report “Democracy
is the way of life and a more political arrangement. It is based on
equal freedom and equal rights for all its members regardless of race,
religion, sex, occupation or economic status”.
The following are the fundamental assumptions of democracy:
a) Respect for the dignity of the individual.
b) Freedom of action, speech and movement on existing of the
society.
c) Equalitarianism.
d) Good citizenship.
e) Faith in change and peaceful methods.
f) National character and sense of tolerance.
g) Scientific temper of mind.
Secularism
The Indian concept of secularism is concerned with giving equal
regard for all faiths and creeds and developing a spirit of reverence
and tolerance for all faiths.
Secular Values of a Secular-minded Individual
i) Treating all religions on an equal footing.
ii) Implying freedom of worship and tolerance.
iii) Encouraging rational thinking and scientific temper of mind.
iv) Inculcating moral and spiritual values.
v) Believing in co-existence and discouraging dog matricides.
2.8 Human Values
The Concept of Socialism

Socialism is concerned with establishing a new social and
economic order on the basis of equality of opportunity and on the
social, political and economic justice. Education has to be geared for
achieving pattern of society.
To achieve socialism
a) General education has to be geared to productivity.
b) Practical and utilitarian aspects to be emphasized in
education.
c) Innovative socialized and group instructional strategies to
bead opted.
d) Social and national services are to be made as integral
components of education.
The democratic social order is our national objective. The
Constitution of India, lays emphasis on the above four pillars of
democracy. The Indian Constitution has approved the following
national values:
1. Justice - social, economic and political.
2. Liberty - of thoughts, expression, belief, faith and
worship.
3. Equality - of rights and opportunities and to promote
among the mall.
4. Fraternity - assuring the dignity of the individual and
the unity and integrity of the nation.
Value Education 2.9
National Values
1. Justice
The justice is built upon affirmative and collective relations and
dependent on collective interests of individual groups and society. It
includes social justice, economic justice and political justice.
2. Liberty
Each citizen has the right to freedom of speech. But it should not
harm and ignore the national, social and even the personal interest of
others. It should not jeopardize the national unity and social amity.
Liberty is essential for individual progress and progress of society.
3. Equality
It is necessary to achieve the ends in liberty. It is one of the
important social objectives of democracy.
4. Fraternity
For the glory of the individual and society, both the unity of the
nation and the dignity of the individual is of vital importance. The
feeling of compassion, love among human beings and the feeling of
friendship are necessary for fraternity with a national feeling.
National Integration
In India we have multi-cultural, multi-lingual, and multi-
traditional groups. Our constitution emphasizes the concept of unity
in diversity and expects every citizen of India to honour the feeling
of national and emotional integration.
Respect for all religions
India is a country of plural religions. The feeling of hatred
towards religion may hamper the unity of democratic India. Each
Individual is free to follow his own faith and principles of religion.
Each individual has to respect other religions.
2.10 Human Values
2. Social values
Introduction
On account of radical changes brought about by technical,
scientific and technological advancements, our society has been
undergoing rapid changes in every walk of life. The basic objective
of socialism is to establish a new social and economic order on the
basis of equality of opportunity and on the social, political and
economic justice.
Individuals constitute society which has certain ideals, models
and norms in respect of social behaviour, duties and responsibilities
towards one another. Social values refer to those values which are
oriented towards social amicability and coherence. They necessitate
the interaction of two or more persons. Social values are always
practiced in relation to our neighbours, community, society, nation
and the world.
Social Values
Some of the social values may be listed as follows:
1. Love towards humanity - Brotherhood, Sharing
2. Sincerity and honesty - Dutifulness, forgiveness
3. Faith in co-operative living - Friendship, team spirit
4. Good citizenship - Sympathy, sportsmanship
5. Integrity of character - Magnanimity
6. Faith in change and peaceful - Patience, tolerance
methods
7. Scientific temper of mind - Responsibility
8. Concern for environment - Conservation of natural
resources.
Inculcation of Social Values

a) Laboratories
Students develop scientific attitude towards social life.
b) Libraries
Practice patience while sitting together for study by self.
c) Hostels
Lead corporate life imbibing the spirit of living together, sinking
differences and behaving harmoniously.
d) Academic activities
Develop intellectual activities
e) Extra-curricular activities like N.C.C, N.S.S etc
Inculcate patriotic virtues and strengthen common bonds of spirit.
C. Professional Value
Many professions are in existence and each profession has got its
own independent values. Irrespective of the specific nature of
profession, the following are the common values of all the
professions:
• Knowledge thrust
• Commitment
• Sincerity and honesty
• Resourcefulness
• Competence
• Responsibility
• Self-discipline
2.12 Human Values
• Regularity and Punctuality

• Integrity
• Spirit of enquiry
• Confidentiality
• Self-study
• Sense of social responsibility
• Accountability
• Dutifulness
• Service
Professional Value
A few of the professional values may be explained as follows.
Accountability is related to responsibility. It is an indicator for
measuring the depth of one’s responsibility. Accountability is
concerned with discharging an assigned duty carefully, sincerely and
diligently.
Dutifulness is concerned with the fulfillment of obligations and
tasks. It is a commitment to complete one’s work for the society,
obeying rules and regulations.
Regularity and punctuality win the respect of others. We
become dishonest and unreliable when we fail to practice regularity
and punctuality in our life.
Honesty means truthfulness It is concerned with accepting one’s
potentialities and limitations and admitting the truth on all occasions.
Honesty demands upright thinking and brings respectability.
Rabindranath Tagore observes, “A teacher can never truly teach,
unless he is still learning himself. A lamp can never right another
lamp unless it continues to burn its own flame”. Hence to be
competent in any profession one has to develop knowledge thirst to
keep in pace with the emerging trends, specifically in his field of
specialization.
D. Religious Values
Introduction
Religion is based on certain moral principles. The core of all
religions is the welfare of human beings. It is a way of life and binds
human beings. Due to difference in land, climate, culture and
language, many ways of worship came into existence. All religions
emphasize a sense of brotherhood, sisterhood and love.
Religious Values
The following common values of life are recommended by all the
religions of the world.
• Tolerance
• Broadmindedness
• Simplicity
• Welfare of mankind
• Pursuit of truth
• Holy life
• Simple living
• Purity
• Honesty
• Prayer
2.14 Human Values
Respecting the place of worship and tolerance for other religions

are to be treated as supreme values of human beings. Participating
enthusiastically in the celebrations of other religious festivals, and
respecting literature of other religions have to be developed.
E. Moral Values
Introduction
Moral Values are the standards of good or evil or principles of
right or wrong or desirable or undesirable which govern an
individual’s behavior or choices.
Moral Values
Moral values are acquired as a part of cultural evolution.
Individual’s morals are derived from society and government. In due
course the moral values may change as laws. When society moves
into the modern era the earlier system of laws may vanish. Faith,
loyalty, non- violence, obedience, purity, truthfulness are
examples of moral values.
Inculcation of Moral Values
1. Parenting
2. Peer guidance
3. Conscience
4. Disapproval
5. Shunning
6. Enforcing laws
Another source of moral values is the religion. Each religion has

an in-built list of do’s and don’ts. They prescribe a set of codes and
principles which have a great impact on the behaviour of followers.
F. Aesthetic Values
Introduction
Aesthetic values are values concerned with beauty or the
appreciation of beauty. They provide pleasure and happiness to the
individual and are composed of feelings of heart and mind. Enjoying
or appreciation of music, literature, painting, drawing, sculpture,
natural scenes, paper work, modeling, etc. belong to this category of
values. Particularly, children possess aesthetic impulses and express
their impulses through paintings, music, modeling, etc. from their
infancy. One can enjoy beauty in science as well as in poetry,
sculpture and painting. Aesthetic value is concerned with questions
of beauty and artistic taste.
Inculcation of Aesthetic Values
i) By providing opportunities for extra-curricular activities and
histrionic talents like music, drama, dance, recitation and
other cultural activities.
ii) Exposing students to the work of artistic beauty.
iii) Role of mass media.
G. Environmental Ethical Values
Introduction
The earth is unique among all the planets in our solar system. It is
with plentiful resources and providing sustenance for the survival of
human beings. But today everywhere in the world, environmental
2.16 Human Values
degradation is escalating. The air, land and water are increasingly

becoming polluted. The atmosphere is becoming warmer because of
the increase in its carbon dioxide content. Marine life is losing its
ecological balance because of toxic wastes being dumped into the
sea. Hence we are all confronted with multifarious environmental
issues like air pollution, water and land pollution, noise pollution,
deforestation, energy crisis, misuse and mismanagement of natural
resources. The world is virtually sitting on an environmental time
bomb that is ticking away without the consciousness of many of us.
Unless we diffuse it soon, our life on the planet earth will be
destroyed. Hence there arises an urgent need to inculcate among our
people sensitivity towards environmental degradation by fostering
environmental ethical values. Ethics attempts to define what is right
and what is wrong regardless of cultural differences.
We have a fundamental responsibility to respect nature and to
care for the earth, protecting the life-support systems, biodiversity
and sustainable development. As pointed out by Mahatma Gandhiji,
“There is enough for our needs but not for our greeds”.
Environmental Ethical Values
The following are a set of environmental ethical values to be
inculcated.
• Environmental consciousness.
• Humility and reverence.
• Responsibility and commitment.
• Respect for all life and landscape.
• Global environmental citizenship.
• Self-reliance.
• Adoption of eco-friendly culture.
• Preservation of diversity on the planet.
• Sharing common environment.
“Try not to be a man of success but rather try to be a man of
value”.
- AlbertEinstein.
Spectrum of Environmental Activities for inculcating
Environmental Ethical Values
• Using recycled paper for notes and circulars.
• Diverting waste from the kitchen to the garden.
• Switching off unnecessary lights.
• Using bicycles or walking.
• Using public transport systems.
• Collecting rainwater.
• Avoiding using fresh water for gardening.
• Using cloth towels instead of paper towels.
• Avoiding unnecessary outdoor slighting.
• Organizing tree-plantation campaigns.
• Reducing volume of Radio/TV to reasonable levels.
• Listening to radio programmes on environment and its allied
problems.
• Organizinge co-clubs.
• Placing trashcans and dustbins around the college premises.
2.18 Human Values
• Observing Environment Day on 5th June and Earth Day on

22ndApril.
• Planting trees in and around the campus.
• Encouraging healthy life styles through balanced nutrition,
exercise and Yoga.
• Helping to enforce protection laws.
• Staging short plays on environmental crisis to create
environmental awareness.
• Conserving energy resources by avoiding unnecessary
wastage of energy.
• Collecting and displaying pictures and newspaper cuttings
depicting the environmental crisis.
2.3. NATIONAL INTEGRATION
Introduction
India is a vast country having diversified cultures, religions,
customs, languages, habits and even ways of thinking. Even though
there existed a solid political unity during the period of
Independence struggle, soon after, India became independent in the
year 1947. The strength of fundamental unity has slowly eroded.
With the emergence of the Democratic Republic, the general feeling
of Indianness and the unity in diversity which organized all the
groups together as the people of India, has slowly eroded giving rise
to fissiparous tendencies, regional loyalties and linguistic fanaticism,
shaking the very foundation of national solidarity.
Today we are facing new challenges to our integrity. The political

parties for their electoral success have exploited the communal,
sectarian, and parochial tendencies.
Meaning of National Integration
National integration is more than a slogan. It means bringing
about the prevailing economic, social and cultural differences among
people within a tolerable stage. It is a dynamic reality.
It is concerned with the development of nationalism. It is the
feeling of oneness that binds the people of diversified cultures of a
nation together.
It implies doing away with interests and prejudices based on
linguistic and cultural diversity. It is concerned with creating and
strengthening among people of patriotism and national pride. It is
unity in diversity and a combination of economic, social, political,
cultural and emotional integration.
According to the Emotional Integration Committee Report
(1962), the attributes of national emotional integration are as
follows:
i) A strong feeling of brotherhood and nationhood that sinks
and ignores individuals, parochial linguistic and religious
differences.
ii) The common mental bond that binds all people irrespective
of their differences towards the aesthetic, spiritual and
material progress.
iii) Creation of a feeling of oneness and mental outlook towards
the welfare of the country above narrow sectarian interests.
2.20 Human Values
iv) A harmonious blending of personal emotion in an individual

with his social obligation resulting in a well balanced
personality.
v) A feeling of harmony and the welding of diverse elements of
society into a very compact and homogenous unit.
vi) A firm conviction on the part of each individual that he is an
integral component of the whole social unit for the healthy
development of self and community.
Causes of National Disintegration
i) Communalism, and local, regional, linguistic, caste,
communal and state loyalties.
ii) Inequality in social and economic spheres.
iii) Favoritism and corruption.
iv) Unemployment problems.
v) Prejudice and fanaticism.
vi) Lack of patriotism, narrow politics, dynamic leadership.
vii) Religious and language fundamentalism.
Activities to Promote National Integration
The various committees and commissions appointed by the
Government of India have widely deliberated on the different aspects
of national integration and have recommended a number of measures
for promotion of national emotional integration.
Role of Education
Education is the potential instrument to bring about purposeful
behavioural changes in the individual. It helps to achieve social
integration by alleviating social prejudices and by creating a strong

desire for a rational social order.
Education should aim at achieving personal integration by
developing integrated personality of the individual and by
inculcating right values, scientific temper of mind, right attitudes,
productive imagination and creative intelligence.
Education should develop cultural awakening, cultural
understanding and appreciation, so as to transmit cultural values for
promotion of cultural integration.
Education should inculcate national ideals and true patriotic
outlook to pave way for the promotion of emotional integration.
In order to achieve the above mentioned national integration
goals, the following changes and activities have to be carried out:
• Proper reforms in curriculum should be made from the point
of view of our national needs and national achievements.
• Common prayers and observations of religious festivals in
the educational institutions.
• Avoiding comments on casteism or communalism in the
classroom.
• Conducting a short course on national literature.
• Encouraging the study of one of the Indian languages other
than the regional language.
• Arranging co-curricular activities centering around human
understanding.
• Organizing National ceremonies, symbols, songs, national
pledges, etc.
2.22 Human Values
• Compiling a short anthology of songs in all languages for

wide circulation.
• Emphasizing the points of interdependence cooperation and
integration by way of educational programmes.
• Encouraging the participation of people of different castes
and religions in national fairs and festivals.
• Organizing dramas, seminars, debates and discussions
advocating the concept of national harmony.
• Increasing use of mass media for harnessing national unity.
• Revising textbooks so as to emphasize national unity and
love of the country.
• Providing opportunities inculcating broad humanism and
single-minded devotion to decent values.
2.4. INTERNATIONAL UNDERSTANDING
Introduction
The world today has undergone radical changes. Globalization,
the advent of technology in communication network, transport
system and life styles, have erased the margin of distance and time.
There is a greater awareness for the necessity of establishing lasting
peace among the nations of the world after the impact of
international wars. In recent years, the concept of one World of one
Community has assumed greater significance. After the World War
II, the concepts of unity in diversity and the interdependence of
nations for the sustained economic growth and political safety have
assumed greater significance.
As pointed out by Dr.S.Radhakrishnan, the former President of

India and the great philosopher, “The World once divided by oceans
and continents today is united physically, but there are still
suspicions and misunderstandings. It is essential for us not to live
apart but to live together, understanding each other, knowing one
another’s fears and anxieties, aspirations and thought. That is what
we are expected to do”.
Meaning of International Understanding
International understanding implies the acceptance of the rights of
all nations for an honorable existence. It implies the elimination of
the fear of war, ignorance, prejudices, values of co-operation and
mutual understanding. It is for the development of global
interdependence between people and nation.
Internationalism knows no barriers of caste, creed or colour, no
differences of religion or culture. It is cosmopolitan and believes in
the dignity of the individual and the equality and fraternity of all
human beings.
It is “interdependent living of independent lives”.
Internationalism is for developing awareness, and respect for all
people, their culture and ways of life, so as to inculcate the faith in
one world society and one human culture and to promote world
peace. It emphasizes the need to create conditions for establishing
healthy relations between different nations and for settling any
disputes among them through negotiations, discussions and
compromise.
2.24 Human Values
Need For International Understanding

• To develop a sense of world citizenship.
• To prevent human exploitations and large scale damages by
war.
• To stop competition and promote co-operation and
interdependence of nations.
• To safeguard the national interest.
• To prevent narrow national is tic ideas.
• To promote democratic ideals and the concept of peaceful co-
existence.
• To prevent exclusiveness and isolation.
• To synchronise cultures.
Role of Education in Promoting Internationalism
• Teaching about the United Nations.
• Teaching about Human Rights.
• Radical changes in the contents of the curriculum at all
levels.
• Encouraging through music, fine arts, literature and science.
• Organisation of international camps, celebration of
international days, exhibition of films, organisation of study
tours, cultural exchange programmes, and organisation of
world citizenship programmes.
Activities
1. Narrate life situations where you have acted with
responsibility?
2. Recollect the situations in your life when you have shown
commitment?
3. Have you practiced dutifulness in your schooldays? Illustrate
the situations.
4. Through the T.V. Programme, short story, news items, film,
biography and folk song, depict the values.
MODEL QUESTIONS
1. What do you mean by “National Integration”. What is the need
for National Integration? As an individual list out the activities
to be undertaken for promoting National Integration.
2. Explain the concept of International understanding and its
importance .Suggest various activities to be promoted for
inculcating International understanding.
3. Write a brief note on constitutional values.
4. What do you mean by aesthetic values? Give examples. What
strategies would you adopt for inculcating aesthetic values?
5. What do you understand by moral values? Citing examples
explain how moral values may be enforced.
6. Give a few examples for social values. How are social values
inculcated?
7. Write brief notes on religious and moral values.
8. Enumerate the importance of inculcating values.
9. Explain the concept of value. With examples, list out how
values are categorised?
10. Describe the role of education in inculcating values?
11. Define ‘Environmental sensitivity’. List out the strategies you
would adopt in inculcating environmental ethical values.
3
Global Development on Ethical
Values Impact
3.1. CULTURES AND CONFLICT
3.1.1. Meaning of Culture
This is the first time in history that people as Information and
Communication Technology (ICT) users have had access to
information and the ability to communicate with whoever they want,
without the historical constraints of time bodies, identities,
communities and physical geographic boundaries. As such it is
recognized as a major paradigm shift in literacy, which has in turn
created a major shift in the way society and individuals operate. New
media, information technologies and the Internal have changed the
nature of interpersonal relations, by enabling those with access
(mostly people in advanced capitalist nation states) to communicate,
shop, bank, work, gain an education, and play remotely. Electronic
time and place, around which communities were established, have
been penetrated. And, importantly, the ongoing and rapid
metamorphoses of new media and the effects of media globalization
seem beyond our imagination.
With the sophistication of ICT it is possible to be almost any
place, any time within cyberspace. No longer are people constrained
by enclosures such as distance and time. A young adolescent
growing up in a rural area in the 1970s was limited to the resources
3.2 Global development on ethical values impact
in the local community, for many, this meant no or limited

television, access to public telephones and perhaps a home
telephone. The library was the primary sources of information and
communication. The Adolescent of today in the same rural area
today can access a range of mass communication technologies.
There is a growing research around the effects of ICT, and in
particular identity formation, which is recognized as a significant
event in adolescence. They keep abreast of technological
advancements with ease and enthusiasm. From the parental
perspective, the fear is that children will be put at risk of ‘virtual’
dangers through their use of ICT because they may lack the
emotional competence to match their technical skills. However, the
parents lack the technical skills to oversee the process.
Other benefits of developing technological capability and
engaging in games such as those delivered by Game Boy and X box
are beginning to emerge. Enhanced communication skills, the
capacity to associate actions with consequences, and other
capabilities such as enhanced business skills are being identified as
benefits.
What this means for adolescents is that the world is a different
place. The opening up and flow of people, media images,
technology, finance and ideology on a global scale means that they
will experience life in dramatically different ways from any previous
generation.
A fundamental shift linked to globalization is the shift from the
‘old work order’, the traditional, assembly line approach typical of
mass production. Products were replicated faithfully; they were
Value Education 3.3
standardized with no flexibility. With globalization and the ‘new

work order’, the approach is towards forms of production, which
employ new ways of making goods and commodities, and serving
more differentiated markets for niches through segmented retailing
strategies.
Progress and change are fundamental to the twenty-first century,
so the capacity to constantly modify also will be essential. In the ‘old
work order and the traditional approach to education, we encouraged
students to develop specialist points of view so that eventually they
were able to function as particular types of experts. We also focused
on getting students to function as particular types of experts. We also
focused on getting students to be able to reproduce facts and figures
and learn how to handle knowledge and language in ways limited to
their particular disciplines.
Cultures are like underground rivers that run through our lives
and relationships, giving us messages that shape our perceptions,
attributions, judgments, and ideas of self and other. Though cultures
are powerful, they are often unconscious curve.
Cultures are more than language, dress, and food customs. Two
things are essential to remember about cultures: they are always
changing, and they relate to the symbolic dimension of life. The
symbolic dimension is the place where we are constantly making
meaning and enacting our identities. Cultural messages from the
groups we belong to give us information about what is meaningful or
important, and who we are in the world and in relation to others - our
identities.
• The word ‘culture’ has been derived from the Latin word
“culture” meaning to cultivate.
• Culture of every social order is unique. It is total way of life
of a society.
• Culture has material and non-material aspects. Material
dimension of culture includes material aspects i.e., materials
that contribute to better standard of living and to the
development of human capital, technological resources etc.
Non material dimension of culture includes human, ideas,
interests, attitudes, values and appreciations
• Culture is social and dynamic. It changes at the society
changes and it is transmitted from generation to generation.
• Culture includes the ways of life, habits manners and the very
tones of voices.
• Culture is the widening of the mind and of the sprit
3.1.2. How Cultures Work
The cultures are a shifting, dynamic set of starting points that
orient us to move in a particular way. The multiple cultures give us
messages about what is normal, appropriate, and expected. What is
common to one cultural group may seem strange, counterintuitive, or
wrong to another cultural group. Cultural messages shape our
understandings of relationships.
• Culture is constantly in flux - as conditions change, cultural
groups adapt in dynamic and sometimes unpredictable ways.
Therefore, no comprehensive description can ever be
formulated about a particular group. Any attempt to
Value Education 3.5
understand a group must take the dimensions of time,

context, and individual differences into account.
• Culture is elastic -- knowing the cultural norms of a given
group does not predict the behavior of a member of that
group, who may not conform to norms for individual or
contextual reasons. Therefore, taxonomies such as Hindus go
to temple, have limited use, and can lead to error if not
checked with experience.
• Culture is largely below the surface, influencing identities
and meaning-making, or who we believe ourselves to be and
what we care about -- it is not easy to access these symbolic
levels since they are largely outside our awareness.
Therefore, it is important to use many ways of learning about
the cultural dimensions of those involved in a conflict,
especially indirect ways, including stories, metaphors, and
rituals.
• Cultural influences and identities become important
depending on context. When an aspect of cultural identity is
threatened or misunderstood, it may become relatively more
important than other cultural identities and this fixed, narrow
identity may become the focus of stereotyping, negative
projection, and conflict. This is a very common situation in
intractable conflicts. Therefore, it is useful for people in
conflict to have interactive experiences that help them see
each other as broadly as possible, experiences that foster the
recognition of shared identities as well as those that are
different. Since culture is so closely related to our identities
(who we think we are), and the ways we make meaning

(what is important to us and how), it is always a factor in
conflict.
3.1.3. Culture and Conflict: How to Respond
Given culture's important role in conflicts, what should be done to
keep it in mind and include it in response plans? Cultures may act
like temperamental children: complicated, elusive, and difficult to
predict. Unless we develop comfort with culture as an integral part
of conflict, we may find ourselves tangled in its net of complexity,
limited by our own cultural lenses. Cultural fluency is a key tool for
disentangling and managing multilateral cultural conflicts.
Generally, Western cultures tend to gravitate toward low-context
starting points, while Eastern and Southern cultures tend to high-
context communication. Within these huge categories, there are
important differences and many variations. Where high-context
communication tends to be featured, it is useful to pay specific
attention to nonverbal cues and the behavior of others who may
know more of the unstated rules governing the communication.
Where low-context communication is the norm, directness is likely
to be expected in return.
Examples can also be drawn from the other three dimensions
identified by Hampden- Turner and Trompenaars. When an
intractable conflict has been ongoing for years or even generations,
should there be recourse to international standards and interveners,
or local rules and practices? Those favoring a universalist starting
point are more likely to prefer international intervention and the
setting of international standards. Particular lists will be more
Value Education 3.7
comfortable with a tailor-made, home-grown approach than with the

imposition of general rules that may or may not fit their needs and
context.
Specificity and diffuseness also lead to conflict and conflict
escalation in many instances. People, who speak in specifics, looking
for practical solutions to challenges that can be implemented and
measured, may find those who focus on process, feelings, and the
big picture obstructionist and frustrating. On the other hand, those
whose starting points are diffuse are more apt to catch the flaw in the
sum that is not easy to detect by looking at the component parts, and
to see the context into which specific ideas must fit.
3.2. WHAT IS ETHICS?
Ethics involves learning what is right or wrong, and then doing

the right thing -- but "the right thing" is not nearly as straightforward
as conveyed. We may consider ethics to be the "Science of
Conduct.” Ethics includes the fundamental ground rules by which
we live our lives. Philosophers such as Socrates and Plato have given
guidelines for ethical behaviour. Many ethicists consider emerging
ethical beliefs to be legal principles, i.e., what becomes an ethical
guideline today is made into to a law, regulation or rule. Therefore
following law of the land is one of the basic virtues of ethics. Values,
which guide how we ought to behave, are moral values, e.g., values
such as respect, honesty, fairness, responsibility, etc. Statements
around how these values are applied are sometime called moral or
ethical principles.
3.2.1. Definition of Ethics
The concept has come to mean various things to various people.
In times of fundamental change, values that were previously taken
for granted are now strongly questioned. For example, life long
employment is considered one of the best policies of organizations.
However in the changed competitive situations we find that
downsizing, outsourcing production systems raise questions about
the fundamental premise of previously laid down good practices.
Consequently, there is no clear moral compass to guide leaders
through complex dilemmas about what is right or wrong. Attention
to ethics in the workplace sensitizes leaders and staff to how they
should act. Perhaps most important, attention to ethics in the
workplaces helps ensure that when leaders and managers are
struggling in times of crises and confusion, they retain a strong
moral compass.
3.3. CROSS-BORDER EDUCATION: COMPLEXITIES AND
CHALLENGES
3.3.1. What is cross-border education?
Cross-border education refers to the movement of people,
programs, providers, knowledge, ideas, projects and services across
national boundaries. The term is often used interchangeably with
“transnational education,” “offshore education” and “borderless
education.” There are subtle but important differences between these
terms, cross-border education is described as: “higher education that
takes place in situations where the teacher, student, program,
institution/provider or course materials cross national jurisdictional
borders. Cross-border education may include higher education by
Value Education 3.9
public/private and not-for-profit/ for profit providers. It encompasses

a wide range of modalities in a continuum from face-to-face (taking
various forms from students traveling abroad and campuses abroad)
to distance learning (using a range of technologies and including e-
learning).
3.3.2. Real Love
The mind is invisible. It takes various shapes and images
according to the nature and value of the thing with which it gets
contact. Such mental images or moods are called by several names,
such as happiness, anger, fear, courage, confidence, etc. When a man
and woman get close friendship with one another and make the
decision to share the body, life, knowledge and skill with one
another and lead life together, such a thought of oneness is real love
between sexual partners. This kind of real love helps, secures,
protects, saves and enriches the lives of both.
3.4. NEGATIVE THOUGHTS
3.4.1. Where Negativity Comes From
As children, each of us live with the barrage of commands from
the adults in our lives: stop fidgeting, pay attention, sit up straight.
For some, those commands became a consistent source of pain,
maybe you heard words such as "You're stupid" or "You're lazy." As
we grow into adulthood, we don't leave these remarks behind us, but
instead, we continue them on our own, telling ourselves over and
over again how inadequate weare.
Our negative thought patterns have the ability to reap havoc on
our lives. Sometimes, we create our own reality by what we say to
ourselves each day. For example, if we have one or two lousy things
happen to us in the morning, we tell ourselves what a terrible day

this is. Throughout the day, as we repeat this over and over, we
begin to focus only on what has gone wrong. By the end of the day,
we have convinced ourselves it was the worst day ever. If instead,
we had accepted that the morning started off poorly, but the rest of
the day looked promising and repeated this to our selves all day, we
would view our experiences differently and look for the good in
what was happening. And so it goes throughout our lives. When we
continue to barrage ourselves with negative thoughts of ourselves,
we tend to believe them. We view ourselves in this negative way.
3.4.2. Negative Can Become Positive
Although difficult, you can change your thought process and
change your outlook about yourself and about your life. This takes
practice and work and dedication. But the results are definitely worth
it. According to several psychologists, the process of changing
negative thought processes into positive can take months, slowly,
though, you will begin to notice a change in how you think.
3.4.3. Steps to creating a more positive thought process
1. Be aware of your thoughts and what you tell yourself each
day. Keep track of the negative on a piece of paper for
several days. Notice how many times you put yourself down
through your thoughts.
2. Use a piece of paper folded long ways down the middle. On
one side, write down each negative thought. On the right
side, write down a positive thought to replace it. Be as
specific as possible. You might write down a correction to
the thought, as well as a goal. For example, if you wrote
down "I can't believe I lost my keys again, I am so stupid" as

a negative thought, your positive side might include such
phrases as "I am fine just the way I am" and "I lost my keys
today, I am going to start hanging my keys on the hook each
day so I know where they are." Your list should now include
the most common negative thoughts you tell yourself each
day.
3. Use a black pen and cross out each negative thought. As you
are crossing them out, tell yourself these thoughts no longer
have any control over you.
4. Begin to read the positive side to yourself several times each
day. Each time you find yourself sliding back into your
negative thoughts, tell yourself "STOP" and repeat your
positive statement instead. As you begin to do this
continually, you will notice the negative thoughts do not
come as quickly as they used to.
5. Keep a tablet with you and write down any new negative
thoughts you may have. At the end of the day, go through the
same process, exchanging, on paper, negative thoughts for
positive ones. Cross out the negative and add your paper to
your previous one, so that you can continue to feed yourself
positive statements and goals each morning and evening as
you read your list.
6. Make sure you complete this entire process each day. The act
of writing down your positive thoughts will make them
stronger, reading them out loud several times a day will make
them stronger still.
7. As you begin to see progress, note how many times each day
you are writing down negative thoughts about yourself. If
you are completing all the steps above consistently, you
should begin to see your negative thoughts decrease. Maybe
in the beginning you were constantly writing down negative
thoughts and filled up pages quickly. Several weeks later,
you might see that you are filling up only a half a page in the
same amount of time you were filling up a whole page.
3.4.4. Be Aware of Your Thoughts
Start watching your thoughts, without identifying with them.
Watch them as a detached observer. You may even get carried away
by your thoughts. Never mind. It is natural - especially for a
beginner. What you need to do, whenever you detect this, is to take
yourself out of your thoughts immediately and get back to the
process of thought-watching once again as a detached observer.
Do not get perturbed by your thoughts. Don't condemn or justify
them. Don't try to control them. Just watch them. After some time,
you will come to know what your negative thoughts are about. Now
concentrate on all the positive thoughts that you can replace these
thoughts with, in order to switch over to a more positive attitude
towards them. Our attempt should be to cut down the quantity of
unnecessary thoughts and to improve the quality of the necessary
ones. Keep yourself busy. Simple food, deep breathing and
relaxation exercises also help manage your thoughts easily. Expect
less from others.
3.4.5. Identify Negative Thoughts
Keep a logbook. Jots down your thoughts. Write down
happenings of the day. Were they positive, appropriate and adequate
or were they confused, superfluous and negative? Could you notice
the interval between the happening and your response? If yes, could
your foresee your negative thoughts? If not, what can, you do to
notice this interval? Was there any discrepancy between words and
thoughts? If yes, was it justified could you find a better way of
harmonizing your words and thoughts? Was the verbal response
necessary, appropriate and adequate?
Sometimes we talk to others, or simply to ourselves, or think
about something just like that. Ask yourself what provoked you to
take the initiative to start a conversation. Was it essential? What was
the purpose? Did it serve the purpose? If no, then why not? Did it
use any unnecessary and emotionally charged negative words? Were
the words used in thinking, inner dialogue or in talking to the other
person, precise, appropriate, adequate and positive? Did you feel
happy or satisfied after the interaction with the other person or with
your inner self? Can you find ways of improving your performance
as a thinker or a speaker?
Keep in mind that logbooks are meant to get you started and make
you aware of your negative thoughts. It is far more important,
however, to be aware of these thoughts when they are just taking
birth, rather than leave them for later analysis. Be conscious of the
interval that separates the event from thoughts with which you
respond to the event.
3.4.6. Negative Thoughts
Imagine a strong sun radiating a powerful light. Use this mental
sunshine to kill your negative, undesirable thoughts, emotions and
images as and when these are detected. Take this sun as a mighty
weapon which is always on the alert and which automatically chases
any negative thought and kills it with a flash and then withdraws.
Don't forget to imagine that this sun is your faithful friend and is
extremely kind to you.
Personal Growth Keep a note of how many times you need to call
the sun for its services. There will be a gradual increase, followed by
a drastic fall. This is so because initially the number of times you
call on your mental sunshine increases gradually as your awareness
of your thoughts grows. The drastic fall is because what we do not
use (the negative thoughts, in this case), we tend to lose.
3.4.7. Replace with Positive Thoughts
A vital step in this process is the immediate replacement of all
negative thoughts by the positive ones. The shorter the interval
between the disinfecting and the replacing stage, the better it is.
Longer intervals between these two events weaken the impact of the
positive thoughts. Our success and happiness depend on identifying
our goals precisely and chasing them effectively, both of which, in
turn, depend on how well we manage our thoughts. The quality of
our thoughts decides the quality of the outcomes we land up with.
Thoughts have the power to materialize themselves because they are
instrumental in channeling energy towards the physical or mental
condition they are about.
External situations and the remarks of others can harm us through

our thoughts - but only to the extent our thoughts allow them to. So
think positive. Talk positive. Read positive quotable quotes of great
people. Surround yourself with posters and cards bearing positive
messages. Keep them on your table. Hang them on the walls. Paste
them near the bathroom mirror and on the doors. Stick them on your
watchstrap. Keep them on the refrigerator. Have them on the
dashboard of the car. Slip them under the glass of the table in front
of you. Slide them in the inner side of the briefcase you carry. Find
other suitable places where you are bound to look at them everyday.
Remember that these messages will stale with prolonged use. So
keep changing their position and contents. Do not let the momentum
of these thoughts get weaker. Use them appropriately in response to
specific negative thoughts. The replacing thought must be positive in
every sense. Apart from being inspiring and assuring, it should also
be suggestive. For example, if you confront a negative thought, "I
can never succeed", it will not suffice if you replace it with "Sun!
Attack! I can succeed". This kind of replacement may not be
effective, for it sounds like wishful thinking and lacks assurance,
depth and penetrating certainty. It is better to break your replacing
thought down into more definite and specific steps or instructions.
The replacing thought in this case may be: "I can succeed. By
earlier failures I have become rich in experience and have come to
know specific areas that require special attention. I will jot them
down and systematically think of the ways in which I can improve. I
shall plan. And then stick to it. There is absolutely no reason why I
should not succeed. I will assess, plan, execute, monitor, modify and
carryon with the plan, and finally succeed. In fact, I think that
success has already been achieved and only time separates my
thought of success and its transformation into reality. I am
committing myself to all that is required to achieve success. I am a
river that knows no obstacles. I shall find my way anyhow - and if
there is none I shall make one."
3.4.8. Reinforce
Thoughts like these can be further reinforced with emotions and
images. All this may take longer than one single replacing thought,
but the sear far more effective since the yallow you to divide the
desired target into workable units. Focus on a pleasant event that
took place in the past. This way your thoughts will turn positive and
your emotions and images will reinforce each other, resulting in an
overall positive attitude.
Adolescence
Adolescence is the period of transition between childhoods to
adulthood. It is a period demanding significant adjustment to the
physical and social changes that distinguish childhood behavior from
adult behavior. It is the period when the child moves from
dependency to autonomy. The period of adolescence not only brings
physical changes but also psychological changes that make the child
a qualitatively different person. These changes affect the personality
and adjustment in later life.
Some of the features of development that takes place during
adolescence are presented below.
Biological transitions
The chief elements of the biological changes of adolescence
which together are referred to as puberty involve changes in the
young person’s physical appearance and attainment of reproductive
capacity. The following are the chief physical manifestation:
• A rapid acceleration in growth resulting in dramatic increases
in both height and weight The further development of the
gonads, or sex glands,
• The development of secondary sex characteristics
• Changes in body composition
• Changes in the circulatory and respiratory system.
Due to these, the adolescent’s consciousness and increased
interest about one’s own body develops. The body image can bring a
sense of fun, pride, shyness or even unhappiness.
Cognitive Development
Very noticeable changes in intellectual development take place
during adolescence. The adolescent becomes able to think in more
abstract and logical terms. The quality of thinking in terms of great
ideals also emerges during the period. They can now understand
abstract concepts and think in terms of probabilities as well. They
develop the capacity to think both inductively and deductively. They
can also reflect, analyze, judge, hypothesize and discuss various
points of views. Adolescents' own opinion about an issue becomes
very important to them. This often gets the adolescents into hot
arguments with parents, teachers and friends.
Adolescents begin to question every thing like an experimenter.

They draw conclusions only when they are convinced. They also
tend to defend their point of view very rigidly. There is a noticeable
increment in their vocabulary. Adolescents can attend to several
intellectual tasks simultaneously making this a very promising stage
of intellectual development.
The three main characteristics of adolescent thought are as
follows:
a) Capacity to combine several factors and finds solution to a
problem.
b) Ability to see that what affect one factor will have on another
factors.
c) Ability to combine and separate factors in a probabilistic
manner.
The above characteristics of adolescent thought may not apply to
each and every child. Important variations have often been seen in
individuals of the same culture.
Emotional Changes
The onset of puberty brings physical changes among the
adolescents.
These changes are often accompanied by emotional tensions. The
adolescent is exposed to new social situations, patterns of behavior
and societal expectations, which bring a sense of insecurity. It has
been found that there is increase in the incidence of depression. The
adolescents show the tendency of impulsive urge to take immediate
action, which often leads to risk taking behavior. The peer group
support emphasizes the decision of risk taking behavior.
Social Development
In the social sphere, adolescents undergo a lot of changes in their
interpersonal relationships and they also begin to understand society
and its diverse influences. The dependence on parents noted during
childhood gets transformed into dependence on friends and peers. In
fact, friendship becomes very important for the adolescents and most
of them like to spend more time with their friends than with family.
Being recognized as a popular member of a peer group is an
important adolescent need.
Attraction towards members of the opposite sex is another
prominent characteristic of the adolescent. This is natural and occurs
mainly because of the sexual maturity taking place among the
adolescents. The adolescents also begin to acquire beliefs, opinions,
attitudes and stereotypes about society based upon their own
understanding.
Media becomes a very powerful source of influence in this stage,
especially music and television. These provide adolescents with role
models like, Politicians, great athletes, etc., whom they try to
emulate. Such models help the adolescents realize their fantasies and
dreams. Body image becomes a very important concern for the
adolescents. Having an appropriate figure in fact is almost a teenage
obsession. In addition, fashion and glamour reflected in the style of
dressing, sporting, make-up, having the right hairstyle etc. become
very important in their lives. These are associated with the social
roles that the adolescents want to develop and to experiment with.
Moral Development
In the moral sphere, too, the adolescents undergo very significant
changes. They now develop a firm ethical sense or an understanding
of what is right and wrong. The ideas are based not only on what the
parents and elders have taught but also on adolescents' own
experience. They begin to question the social and moral codes
prevalent in society and accept only those, which they are convinced
of. The eagerness to be a nice-boy/nice girl and to please others
ceases to be important now. It gets replaced by a questioning mind
and conviction about adolescents own stand on the issues. During
this stage, adolescence begins to understand the importance of law in
maintaining order in the society. Further, they begin to evolve a set
of personal values, which become guiding principles in life.
Change in Attitudes, Interest and Interpersonal Relationships
The adolescence brings a change in the habitual pattern of
behavior, attitude and personality. There are marked changes in the
adolescent’s social interest. Adolescents use new set of values in
selection of friends and social grouping. The choice of friends
depends more on similar interests and values. The peer group
influences the attitudes, values and behavior more than the child’s
own family. Interest in world affairs, politics and government often
develops during this period. Some of the recreational interests during
adolescence are sports and games, scholastic and extracurricular
activities. There is genuine desire to help others and engaging in
benevolent activities like collecting funds for a cause, arranging
charity show etc. This also helps the adolescent to learn to adjust in
variety of situations. It must be noted that along with these changes
adolescence also brings in negative syndrome like being self-
centered, showing off, emotional immaturity, stubbornness,
irritability, unsatisfactory relationship with the family and other
unattractive personality traits.
Many adolescents are frequently confronted with a wide range of

negative emotions that interfere with their ability to function
effectively in academic, vocational and social settings. Emotions
such as anger, depression and anxiety can vary in intensity from mild
to severe and can be triggered by both acute and chronic factors. As
adolescents struggle to cope with the challenges of identity
development, learning to effectively respond to the emotional
demands they encounter from day to day is essential to their success
in school, work and social settings “Students can learn how and
when to use rational processes to override their emotions, or to hold
them in check
Since adolescence is marked not only with sexual developments
but emotional also, psychologists suggest that individuals going
through this stage must be given proper care and education. Another
feature is psychological weaning which reflects in their desire for
independence from parents. There is development of specific
abilities according to interests. They choose an idol for themselves
and hero worship is common. Idols are selected which appeal them
most such as as ports-person.
With puberty, powerful increase in instinctual demands,
impulsiveness and sexual arousal can be witnessed. Daydreaming
helps them to actualize all wishes. They develop an interest towards
natural beauty, arts, music, poetry, literature etc. It would not be
wrong if we say that an adolescent is selfish for love as he is ready
and willing to sacrifice every thing for the person whom he loves. It
is mostly seen why teenage girls leave their family for sake of lover.
It is not entirely their fault but this age is characterized by complete
inclination. Pressure from outside may lead them to seclusion when
they want to spend time all alone. Since they oscillate between
extremes – on one side they have spirit of independence and on the
other want of emotional security
Coping with stress
Adolescents react to stress in much the same ways as adults do.
Common reactions are excitement, fear, anxiety, sadness, and anger.
The behavior of an adolescent who is stressed may change, but each
adolescent reacts in a different way. Some adolescents withdraw
from others, some lash out at others, and some actively seek the
comfort of others. Although adolescents cope with stress in different
ways, there are general patterns in their coping behaviors. There are
two major ways to cope with stress.
1. Problem solving -This involves trying to deal with the
problem by changing the situation or getting rid of the
problem.
2. Managing emotions -This involves handling the thoughts and
feelings caused by the problem.
Adolescents use both methods, and both can be effective,
depending on what the problem is and when it started. Studies show
that people, who deal with their problems, see the positive side of
difficult situations, and take part in activities they enjoy are more
likely to be well-adjusted. Acting to solve problems often requires
planning. Sometimes it requires learning new skills. For example,
coping with poor grades might require learning study skills and
making time to complete homework. Coping with feeling left out
might require learning social skills. An example of seeing the
positive side would be focusing on your team's good performance
even though they lost the game.
Managing emotions can be very helpful when an adolescent is

dealing with an uncontrollable problem. It can also be helpful in the
early stages of coping with a problem. For example, blowing off
steam, avoidance, and distraction can be important ways of getting
prepared to cope more directly with difficult situations. Studies show
that the most common ways young adolescents cope with stress are
listening to music and watching television. Another way of resolving
stressful situations is to find meaning in the experience. It helps if
teens can see that something good is coming out of the problem.
Finally, doing something enjoyable provides time out from stress. It
often "recharges batteries" so the person can go back to dealing with
stress. The help, encouragement, and support from adult members
during times of stress can help adolescents manage with their
problems and develop skills to cope with future difficulties.
• Talk about what are going through, get support from parents
and family member
• Participate in the productive activities
• Learn and practice problem-solving skills
• There innumerable ways of coping with difficult situations.
Learn and practice these skills
• Identify the problems, come up with possible solutions, and
evaluate the pros and cons of each.
• Learn the safe ways to blow off steam and relax.
• Develop ways to see problems and situations in a different
light. Learn to see the positive side of things
• Utilize the opportunities available for activities that are fun
and enjoyable.
Cognitive-behavioral skills
The following nine steps will help the adolescent to effectively
manage difficult emotions such as anger, depression and anxiety, as
well as low self-esteem.
1. Recognize triggers
2. Listen for your emotional mind
3. Identify automatic negative thoughts and core beliefs
4. Identify and rate the intensity of the negative emotions
associated with faulty thinking
5. Stop, Look &Listen
6. Find evidence from your life that disproves negative thoughts
and core beliefs
7. Re-think: Change faulty thoughts to more realistic thoughts
based on evidence
8. Re-examine and rate the intensity of feelings now that you’ve
changed your thoughts
9. Re-act: Develop an action plan to change your behavior.
Self-esteem and self-confidence
Self-esteem and self-confidence are important elements of a well-
developed personality. Self-esteem is the perception of one’s worth,
while self-confidence is the belief in one’s own ability. The
development of self-esteem and self-confidence is influenced by
many things such as congenital factors, one’s character, family,
school and peers.
Suggestions to improve build up self-esteem and self-confidence
1. Appreciate your strengths

List your good points and achievements e.g., being kind, sporty,
reliable etc., and stick the list at an eye-catching area to remind
yourself constantly.
2. Be affirmed of your worth
Everybody is unique. Respect yourself and try to better equip
yourself. Make full use of your capability and talent in your family,
school and society.
3. Accept your self
Accept your appearance and developmental stage. In fact, having
a good temperament is more important. Learn from other’s good
behavior and build up a positive self-image.
4. Maximize your potential
Join various social activities such as out-reach training programs,
interest groups, voluntary service groups or become a boy-scout or
girl-guide, so as to know more about your abilities, interests and
talents and develop your potential.
5. Overcome your weaknesses
No one is perfect. Don’t be let down by your weaknesses. Make
efforts to improve. Set realistic and achievable goals.
6. Avoid making comparisons
Unnecessary comparison with others will harm your self-esteem
and self-confidence. However, you can compare with your own
performance and strive for improvements.
7. Try again if you fail
Don’t be despaired when you fail. You can learn from mistakes.
Through the process of assessment and evaluation, you will be able
to achieve better results.
8. Make improvements
Everybody makes mistakes. The most important thing is to
recognize and correct them, and rebuild your self-esteem and self-
confidence.
9. Be a good friend with yourself
Take good care of yourself and lead a healthy and enriching life.
10. Build up good inter personal relationships
Establish good relationships with parents, family members,
teachers and friends. Respect and trust each other. When there are
problems, talk and share with them. Let them support and help you
when your self-esteem and self-confidence decline.
3.5. ADOLESCENCE AND EMOTIONS
What is adolescence?
The term “adolescence” is used today, it has a broader meaning
and includes mental, emotional, and social as well as physical
maturity. Adolescence is a time when the individual is expected to
prepare for adulthood by replacing childish attitudes and behaviour
patterns with those of an adult type.
Early adolescence begins when the individual become sexually
mature. For average girl of today, early adolescence begins at
thirteen years and, for boys, approximately a later. The dividing line
between early and late adolescence is placed around seventeen years.
The young adolescence status in our society is vague and
confused. At one time, he is treated as a child, and when acts like a
child, he is reproved and told to act his age. When he attempts to act
like an adult, he is often accused of being “too big for his britches”.
This ambiguous status presents a dilemma for the young teenagers.
Late adolescence, which is part of the adolescent period, is
recognized as beginning around seventeen years of age. There are
certain attitudes and patterns of behavior, which are normally found
among older adolescents that make them different from young
adolescents- the “teen-agers”. These characteristics are increased
stability, changes in methods of meeting problems, knowledge of
decreased adult concern, increased emotional calm, increased
realism, and interest in symbols of maturity.
Normally the generally heightened emotionality of early
adolescence should wane as the adolescent is given more
independence and is less protected by adults. In its place then comes
emotional calm. While not all the moodiness, temper outbursts, and
irrational worries and anxieties of early adolescence will
automatically end when the individual is less restricted, they should
be replaced gradually by less predisposition to become emotionally
disturbed and by greater control over the overt expressions of the
emotions.
3.5.1. Storm and Stress
Traditionally, adolescence is a period of “storm and stress”, of
heightened emotional tension that comes from the physical and
glandular changes taking place at this time. While it is true that
growth does continue through the early years of adolescence, it is at
a progressively slower rate. What growth is taking place is primarily
a completion of the pattern already set at puberty. It is necessary,
therefore, to look for other explanations of the emotional tension so
characteristic of this age.
The explanations are to be found in social conditions that

surround the adolescent of today. The pressures and expectations of
the social group on individuals who, throughout the years of
childhood, have had little if any preparation to meet the changed
conditions that will face them at adolescence, are chiefly to blame
for adolescent emotionality.
3.5.2. Common Emotional Patterns
The most important emotional patterns of the early, adolescent
years include anger, fear, worry, jealousy, envy, affection, joy, and
curiosity.
3.5.3. Anger
The adolescent is made angry when he is teased, ridiculed,
criticized, or “lectured”, when he feels that he or his friends are
unfairly treated or punished by parents and teachers, when privileges
he considers fair are refused, when he is “treated like a child,” when
people impose upon him, or when people are bossy and sarcastic. In
addition, he becomes angry when things do not go right, when he is
unable to accomplish what he sets out to do, when he is interrupted
at times when he is busy and preoccupied, or when his private
property is encroached upon by parents or siblings.
The young adolescent experiences many frustrations or feelings
of helplessness when he is blocked in doing what he wants to do. In
his desire to achieve independence, he finds himself constantly
blocked by parents, teachers, or others in authority. The more
common form of angry response is sulkiness or being generally
disagreeable. The sulky individual refuse to talk or to do what he is
expected to do.
Instead of trying to get his revenge by hitting and kicking, as a

child does, the adolescent frequently substitutes belittling or
ridiculing the person he would like to fight with. Frequently young
adolescents throw things, stamp their feet, hit, kick, and, in the case
of girls, cry when they are angry. Gradually, however, the adolescent
comes to realize that such overt expressions are regarded as signs of
immaturity, and he learns to control them.
How the adolescent will react when angry, however, depends
upon the social class with which he is identified. Those of the lower
socioeconomic groups, or those who belong to a minority group, are
likely to be more aggressive when angry than are those from higher
socioeconomic groups. This is especially true of boys. It is not
unusual for adolescents who have acquired control over their angry
responses to show hostility toward a parent, usually the mother, and
treat her as the scapegoat for their pent-up anger. They plan revenge,
but this is rarely more than a fantasy.
Of all the emotions, anger is aroused in late adolescence more
often than any other emotion. Thwarting of self-assertion, and
interruption of habitual activities are the two most common causes of
anger at this age.
Failure to accomplish what one sets out to do, to come up to one’s
own expectations, likewise gives rise to anger.
3.5.4. Fear
By the time the child has reached adolescence, he has learned
from experience that many of the things he formerly feared are not
dangerous or harmful. As a result, his farmer fears vanish. However,
in place of fears of childhood come new fears related to his more
mature experiences, such as fears of being alone in the dark, being

out alone at night, being in social situations when larger numbers are
present or when he is with strangers, and fears of school and
subjects.
3.5.5. Worry
Worry is a form of fear that comes from imaginary rather than
real causes. The young adolescent works himself up into a state of
fear about what might happen, though he may have little reason for
believing that these happenings are possible or even probable.
The older adolescent fears fewer things but worries more than he
did when he was younger. By the time adolescence comes to a close,
there should also be a waning of fears of people and social situations
as the individual’s social experiences increase and as he has
opportunities to meet people of all types.
The older adolescent does not run away from a frightening
situation, no matter how great his fear may be. He stands his ground,
even though he may become tongue-tied and shake so that all can
see him.
3.5.6. Jealousy
Jealousy is commonly thought of as an infantile emotion, it
appears in an intense and well-camouflaged form during early
adolescence. The young adolescent is interested in members of the
opposite sex en masse and craves popularity with them. Those who
attain this desired goal arouse jealous reactions in those who are
overlooked or scorned by members of the apposite sex.
When interest in the members of the opposite sex appears, the
individual who loses the loved one to another is as intensely jealous
as the child whose position as center of attention in the family is

suddenly usurped by the new arrival. Young adolescents are also
jealous of peers who have4 more privileges and more independence,
or who are more successful in schoolwork or athletics than they.
Instead of making bodily attacks upon those of whom he is
jealous, the adolescent makes verbal attacks. These attacks are
generally in such a subtle form that it is often difficult to recognize
them as such. The most common forms of verbal attack consist of
sarcastic comments, ridiculing the individual, preferably in the
presence of his parents or friends, and making derogatory comments
about the person behind his back.
3.5.7. Affection
The adolescent’s affections are concentrated on people with
whom he has a pleasurable relationship and who have made him feel
secure and loved. As a general rule, the affection relationship with
members of the family is less strong among adolescents than it is in
childhood, owing to the strained family relationships that typically
exist at this time.
The number of people for whom the adolescents has a strong
affection is small. As a result, his emotional reaction toward these
few individuals is strong. Adolescent affection is an absorbing type
of emotion that drives the adolescent to seek constantly the
companionship of the individual or individuals for whom his
affection is strongest. When he is away from them, he tries to keep in
constant touch by telephone calls and letters. In addition, the
adolescent tries to do everything he can to make the loved one
happy, whether it be helping him with his schoolwork, planning
forms of entertainment he will enjoy, or giving him presents. He

reveals his affection by watching and listening to the loved one with
rapt attention and by smiling constantly when in the presence of the
love done.
The individual has achieved maturity in this area of his
development if, by the end of adolescence There is a marked trend
toward concentration of affection on one individual of the opposite
sex, together with an idealization of that individual, which adds to
the intensity of the emotional reaction. To achieve emotional
maturity, the adolescent must learn to get a perspective on situations
which otherwise would lead to emotional reactions. This can best be
done by discussing his problems with others – self- disclosure.
3.5.8. Joy
Joy comes from the adolescent’s good adjustments to his work
and to the social situations with which he is identified, from his
ability to perceive the comic in a situation, from a release of pent-up
emotional energy following worry, fear, anger, or jealously, and
from feelings of superiority which result from successful
achievements on the adolescent’s part.
3.6. SEX INTEREST AND SEX BEHAVIOR
To master the important developmental tasks of forming new and

more mature relationships with members of the opposite sex and of
playing the approved role for one’s sex, the young adolescent must
acquire more complete and more mature concepts of sex than he had
as a child. The motivation to do so comes partly from his interest in
sex.
With the development of the sexual capacities at the time of

puberty comes a change in the form of interest that adolescents take
in members of the opposite sex. No longer are boys and girls
primarily interested in physical differences, although this interest
never completely vanishes. The new interest that develops during the
early part of adolescence is romantic in nature. This is accompanied
by a strong desire to win the approval of members of the opposite
sex.
Knowledge about sex is acquired as a result of the curiosity the
individual has about sex. This curiosity, which became pronounced
at puberty, provided the individual has been able to get the
information he wishes to satisfy his curiosity. There is still, however,
a lively interest in sex, though this is not likely to preoccupy the time
and interest of young adolescents as much as it did earlier, during the
puberty period.
3.6.1. Pattern of Sex Interests
Interest in members of the opposite sex heterosexuality – follows
a predictable pattern, with variations in ages at which the adolescent
reaches different stages in this pattern partly because of differences
in age of sexual maturing and partly because of differences in
opportunities to develop this interest. Interest in members of the
opposite sex is also markedly influenced by patterns of interest
among the adolescent’s friends.
Studies of large groups of adolescents have shown what the
predictable pattern of heterosexuality is. In the transition from
aversion toward members of the opposite sex, characteristic of
puberty, to falling in love with members of the opposite sex, it is
quite usual for both boys and girls to center their affections first on a
member of their own sex, older than they, who has qualities they
admire, and then, later, on a member of the opposite sex who is
distinctly older then they.
When the attachment is for a person whom the adolescent knows
and has personal contacts with, it is usually called a “crush”, when
the attachment is for a person not known personally but admired
from afar, it is generally referred to as “here worshiping”. However,
this distinction is worshiping”. However, this distinction is not
always made, and the latter attachment is then also called a “crush”.
The object of the adolescent’s crush is a person who embodies the
qualities the adolescent admires. This person becomes the focal point
of the adolescent’s admiration and love. Whether it is a teacher, a
camp counselor, a sports star, an actor or actress, a crooner, or even
an older relative or friend of the family, there is a strong desire on
the adolescent’s part to imitate this individual.
If the object of affection is a person known to the adolescent,
there is added to the desire to imitate a strong desire to be with the
loved person, to do everything possible to win the favor and
attention of that person, and to be constantly thinking and talking
about the loved one. Crushes and hero-worshiping generally reach
their peak around fourteen years of age, after which there is a rapid
decline in interest in these love objects. There is no evidence that
crushes are a barrier to later heterosexual adjustments. On the other
hand, there is evidence that crushes may prove to be a healthy
learning experience for the young adolescent. As Rybakhas
explained, “The main function of the adult in the crush or hero-
worship relationship is to help the young person to learn from this

experience and then to gradually grow away from it into a more
mature relationship”.
3.6.2. Approved Sex Roles
Even more difficult than learning to get along with age-mates of
the opposite sex is the developmental task of learning to play the
approved sex roles for one’s sex. For boys, this is not nearly so
difficult as it is for girls. The reasons for this are, first, since earliest
childhood boys have been told what is the approved behavior for
boys and have been encouraged, prodded, or even shamed into
conforming to the approved standards, and, second, boys, discover
with each passing year that the male female role.
Girls, by contrast, reach adolescence with blurred of what the
female role is, though their concepts of the male role are clearer and
better defined. This is because, as children, they were permitted to
look, act, and feel much as boys without constant prodding’s to be
“feminine”. Even when they learn what society expects of girls, their
motivation to mold their behavior in accordance with the standards
outlined in the concept of the traditional female role is week because
they realize that this role is far less prestigious than the male role and
even less prestigious than the role they played as children.
Many young adolescent girls rebel against the “double standard”
of behavior on the grounds that the pattern of their lives has been on
an equalitarian basis with boys and that they should not be expected
to learn a new pattern now, especially when this pattern is less to
their liking that the childhood pattern. However, they soon discover
that rebellion against accepting the traditional female role is
punished by social rejection, not only by members of the opposite

sex, but also by members of their own sex. Before early adolescence
is over, most girls accept, often reluctantly, the stereotype of the
female role as a model for their own behavior and pretend that they
are “feminine” even though they prefer an equalitarian role that
combines features of both the male and the female roles. This is a
price they are willing to pay, temporarily at least, for the social
acceptance they crave.
In spite of the fact that most girls, as they approach the end of
adolescence, maintain that their preference for their adult role is that
of wife and mother, they often find it difficult to accept their
appropriate sex role. Not only is there ambiguity about what the
appropriate sex role is for the woman of today, but also the girl
discovers, early in her teens, that boys consider the female role
subordinate to that of the male. In one study in which male college
students were questioned about the role of the female students, it was
found that the male students felt that the female students should take
courses in preparation for the domestic role and they felt that, since
woman’s place is in the home, school and college work should be a
preparation for this role.
MODELS QUESTIONS
1. Define in your own words the following
i) Ethics
ii) Ethical Value
iii) Materialistic Value
2. Explain the following
i) Cross border education
ii) Positive and negative thoughts
3. List out the steps to promote positive thoughts

4. Discuss the most important emotional patterns
5. Comment on “The belief that the female soul is inferior to the
male soul in the society”.
6. What are the challenges faced by adolescents in the modern
world?
7. Discuss: “teaching the matured girls and boys about the value of
marriage and sex will help maintain a healthy society”
8. What are the different perspectives on rationales and impacts of
cross-border Education?
9. How do adolescents express their emotions? Give illustrative
examples.
10. Write a short note on the identity crisis in adolescence.
11. List and evaluate the methods of managing emotions.
12. Bring out the methods of improving self-confidence.
4
Fostering Values
The effective tools to foster values in the youth are education,
mass media and voluntary associations that involve the individuals.
The Kothari commission report (1966) suggests that values should
be taught to students. Therefore, the National Policy on Education
(NPE, 1986), has recommended various radical changes in
education.
They are as follows: “The growing concern over the erosion of
essential values and increasing cynicism in society has brought
forces to, the need for re-adjustments in the curriculum in order to
make education a forceful tool for the cultivation of social and moral
values”. In a pluralistic society like ours, education should foster
universal and eternal values. Such value education should help to
eliminate traditionalism, religious fanaticism and violence.
4.1. DEVELOPMENT OF VALUES: ATTITUDES AND PERSONAL
QUALITIES
Principal A.R. Seetha Ram of Ramakrishna Institute of Moral and

Spiritual Education, Mysore has suggested the following conceptual
framework for value education as in fig 4.1.
4.2 Fostering Values
Fig. 4.1. Showing Value Development
4.2. CORE VALUES

Core values are universally accepted values by all major religions.
But they are abstract and sub values are more concrete and
observable in behaviour. A brief description of the core values given
by NCERT (1987) are as follows.
Value Education 4.3
1. Truth
Truth is the unchanging reality. It is represents the real “I” or the
diving principle in each of us. The role of human intellect is to find
out the truth. “When one realizes and experiences this truth, one sees
that the same truth pervades every other person and object and in
essence we all are one”.
2. Righteous Conduct
Truth in action be considered as right conduct. It represents unity
in thought, word and action of an individual. It cover all aspects of
life and concerned not only in one’s own welfare, but in the well-
being of all.
3. Peace
Peace is the end purpose of all human endeavors and it is a state
of emotional equilibrium. Peace and love are closely connected. It
love is blocked it will result in loss of peace. When the flow of love
is restored, then peace returns.
4. Love
Love is the supreme value. It is a form of energy which each
individual transmits and receives. The essence of value education is
to train students to start the day with love, fill the day with love and
to end the day with love.
5. Non-Violence
Non – violence means not to injure others either by our thoughts,
words, or action. Non-violence is based on the understanding of
oneness or underlying unity of all beings.
4.3. WAYS OF FOSTERING VALUES IN CHILDREN
As parents and teachers are mainly responsible for laying

foundation of values in children that make them good citizens, their
faith in inculcating values in children is indispensable. The task of
inculcating values is not an easy task unless the society as a whole
resolves to bring about changes to make a society for all and
voluntary efforts are initiated to practice values in day-to-day life. It
will be unrealistic to expect a teacher to bring about the change if the
society does not follow a set of values.
Role of Parents
In olden days, the children had such great regard and love for the
parents that they were both to go away from them. They should be
careful how they themselves behave in the presence of children for
young people have to learn a lot from emulation. A spirit of
understanding and sympathy has to be pervade at the home, create a
sort of value education and knowledge. From the age of two to five
the children looks up to its mother, and so the mother’s behaviour,
has to be very proper. So you reach the children ‘we must always
speak the truth’, provides a way of ethical education.
Ninety percent of blame for spoiling the behaviour and character
of children go to the parents because they show unnecessary
affections and give too indiscriminate freedom to them. The
Value Education 4.5
endearing nature of parents is fading out rapidly in a mist of affected

nature. Most of the parents pay no attention to the anxieties of the
growing child. It is not all to shift the responsibility by admitting the
chiding ‘Top School’ and washing their hand scoff the child.
The problems faced by children affect the smooth running of
school life. What is learnt at school turns out to be quite contrary to
what actually happens at home. Whatever parents have to do, cannot
be overdone at school, however, responsible teachers may be.
Knowledge can be given by the teachers; however, the discipline, the
rigorous control of the senses and behaviour must be administered
by the parents so that the latter also practise the human values and
reform their children. Then the children become sacred souls and
holy individuals.
Parents must ensure that right values are developed in children.
Parents must also volunteer themselves to initiate such efforts that
could contribute to the process of inculcating values in society.
Plays, books, stories and a congenial environment at home will help
a lot in inculcating values.
Sri SathyaSai Baba (2000), the most powerful advocate of moral
education has observed that character is the most precious gift of
education. Politics without principles, education without character,
science without humanity, and commerce without morality are not
only useless but positively dangerous. He concludes, present day
education develops the intellect and basic skills but does little to
develop good qualities.
Teachers
Teachers of all levels of education are today faced with the
problem of imparting functional type of education to promote human
values. Teacher’s role is to initiate such education processes and
involve students in such processes by which students develop their
ability, attitude and other forms of behaviour of practical life in the
society in which they live. The influence of school environment is
expected to enable students to obtain social competence and
individual development. Such an expected influence largely depends
upon teacher’s positive role in creating and sustaining conducive
environment of the school.
Teacher should establish clear standards of behaviour and
encourage his students to behave towards himself, towards one
another, and towards the whole community in an orderly and
considerate way. The teacher should, therefore, develop a rational
acceptance of these standards in his student sandal so the ability to
discriminate the right from the wrong.
Traditionally teachers are regarded as the torch bearers of the race
and the makers of history. Although their role in this respect has
diminished still it must be admitted that they exercise their
considerable influence on children.
Teachers to be functional as vehicles of values must themselves
be value-oriented. It has been remarked by a great thinker that if a
teacher is devoid of values, it is better to take to shop keeping.
Gandhiji has observed, “The secret of teaching values is to inspire
and kindle the quest among the students by means of one’s own
example of character and mastery of knowledge. It is by embodying
Value Education 4.7
values within themselves that the teachers can really radiate values
to their students”.
One of the challenges before a modern teacher is how to make
value education effective and interesting to the modern youth. The
present day youth with all its potential and goodwill to learn seem to
concentrate on all other academic subjects except value education.
This poses a challenge to all concerned with the all-round
development of the pupil through education.
Mazumdar (1983) said, “Values cannot be taught through formal
and direct teaching. They can be inculcated only when the
institutions provide activity for it and experiences inside and outside
the school that promote responsibility, cooperation, honesty, fair
play and self-control. Education for values has to be based on the
ideas of supremacy of reasoning over anything else and not only
unintelligent conformity”.
All occasions of daily life should be utilised by the teacher to
bring his student nearer to the realisation of the ideals. There are
occasions when children express wild impulses and passions, and
often they are in revolt. Children have their own daily battles of
loyalties and friendship, and there are moments of desperate
depression and of violent enthusiasm. There are occasions when
children get vexed, become sulky and go on strike. With patience
and perseverance, the teacher can utilise all these occasions to show
the truth and light and to awaken among the children the right sense
and the right direction of true progress.
The important aspect in the role of a teacher is that they should
set good examples of conduct and behaviour which students may
imbibe in themselves. Teachers have to be professionally prepared

and made to internalise their role in value inculcation. Since every
teacher is a value educator, it is expected that she/ he:
• Would develop a clear vision of his role in value orientation.
• Would be able to identify the potential of different subjects
and situations in school for fostering universal human values
and be sensitized about his own influences as role models.
• Would be able to analyse his own biases and attitude towards
students.
• Would evolve a positive approach to authentic orientation
related to different religions related values.
• Would be a good communicator.
• Would be able to delineate stage specific strategies.
• Would be able to incorporate moral themes while teaching
subjects.
• Would be able to devise a number of innovative ways for
value education to be applied in the classroom.
Ordinary Teachers can bring about extraordinary transformation
in the society. A teacher should practice what he preaches. Teachers
are a role-model for the students. Their actions convey more than
their words. Students learn values from what the teachers are rather
than from what they say. Teacher makes a maximum impact on the
personality of a student in the formative years. Students imbibe
virtues and vices knowingly and unknowingly from theses role
models. Teachers demonstrate the appropriate behaviour of their
students by their actions. Teachers must have healthy attitude and
Value Education 4.9
should possess rich values. Teaching is all about attitude-

positive/negative towards their job of imparting quality education.
Teacher should act as a friend, philosopher and guide. A teacher is
not only a source of information but is also a mentor and guardian.
For this teacher must respect the teaching profession, love her
subjects and students, Students will seek inspiration from teachers
who have high self- esteem. A decade back or so the role of a teacher
was limited to being a source of information. But today this place is
shared by books, coaching classes, multimedia technology etc. So
the role of a teacher is marginalized. Role of a teacher has increased
manifold. In modern times we are experiencing transition. A teacher
can maintain values and nurture them. A teacher has an immense
potential of bringing about a sea change in the society by
demonstrating essential values of head and heart. Teacher can impart
values in students by giving them instructions through discussion,
experimentation and lectures and by the following mentioned ways:
• Teachers can maintain a case-study register to closely
observe the students and note down the positive and negative
traits of their personality.
• Teachers should also tell the students to maintain a spiritual
diary in which they will surrender themselves to God and
take an oath to follow the path shown buy him.
• By organizing cultural and sports events values like team
spirit, sharing, spirit of cooperation, patience, courtesy etc
can be imparted.
• “Thought for the Day” should be employed in assemblies.
Moral thoughts trigger in them moral thinking.
• Teachers should give importance to cooperative learning.

• Skits, role plays propagating moral values can be performed
by students under the guidance of teacher.
• Teacher must tell the students to go to the libraries- the
treasure house of knowledge. Classics available in the library
are morally rich and inspiring.
• Teacher must explain the students the importance of
meditation& yoga practices for realization or the attainment
of oneness with God.
• Every day a Teacher must spent at least 5 minutes on moral
lecturing.
• Impart knowledge of foreign languages to make them know
different cultures.
• Organize games, excursions, visits to places of historical
importance. Club activities like nature club, literary club,
wildlife prevention club, social service camps, blood
donation etc.
• Suicidal tendencies in students should be curbed. They must
be prepared by the teacher to face the challenges of life
fearlessly and with courage.
The most important agent for building the character of the student
is a teacher. Swami Vivekananda says that “character is nothing but
a bundle of habits formed through repeated acts. It comes through
“Samskaras” or past impressions. Character building can change the
nation. As strong foundation is required for a strong building, strong
character is required for nation-building.
Thus Teachers Society play an important role in the nation building

by character building of the students. The best and the greatest
profession in the world is that of a teacher, because the future of a
nation depends upon the type of teachers who shape the future
generations. Every teacher plays the most important role in shaping
the students as enlightened citizen. Swami Vivekananda’s words
should not be forgotten by the teachers - “Arise, Awake and Stop
not till the goal is achieved”.
Society
The child is initiated into learning in the society to which he/she
is a bonafied member with all facilities at disposal. The society may
be assigned new roles to play effectively and vigorously towards
development and inculcation of values of multi-dimension. The
society is expected
1. To create homogeneous environment so as the learners may
take up valuable lessons on ethics, behaviour, adjustment,
living together, sympathy and service
2. To reflect simplicity, honesty, kindness, and fairness in their
conduct, for development of positive habit, attitude, inner
capacity, and feeling and wish to live
3. To provide maximum freedom for fuller growth with
experiences (Spencer) and with facilitation of desired
suggestion and persuasion (StuartMill).
4. To explain its traditions, rituals, mythological stories,
consequences and contribution to the modern order of society
5. To take the valuable lesson from Gandhian thoughts, ‘do not

hear ill, do not speak ill and do not see ill of others’
6. To narrate the cultural-socio-economic life patterns and the
values the society members should continue to give quality
lessons taking from the scriptures of Vedas, Upanishads,
Geeta, Koran , Bible and the preaching of the great men and
the saints
7. To make the children emotionally integrated for practicing
the values of oneness, unity, neighbourhood, code-conduct,
love and sympathy for the poor. The values of co-operation,
sincerity and commitment can be learnt in the society
8. As the children are the working force and asset to the society
vis-à-vis the nation, they require learning the ‘value of
dignity of labour’.
Peer Groups
Peer group is from age-matched, like-minded, harmonious
relationship between people of equal status, an informal group, it
can meet the young people for friendship, security, self-esteem,
identity, and many other needs, and thus into the peer group values
and behaviour of children and young people formed an important
sources of influence. Youth are interested in participating in peer
group activities, and loyal to the peer groups. Peer group is a prime
factor in society which influences the values of children. The peer
group persists as a factor of environment throughout life, of course
changing with time and maturity, but forcing the individual to live
up to his/her “reputation” in the group. Furthermore, peer group’s
values and interest are mostly influenced by positive and negative

peer pressure.
When children are small, their minds are not developed enough to
understand such things, but as they grow older more and more peer
pressure situations start arising. Peer pressure is the psychological
force exerted by another, or orders, in equal standing, which often
influences one into acting or behaving in a manner that is generally
inconsistent with one’s normal behaviour. Both children and adults
fall victim to peer pressure. It is human nature o be influenced by
someone who is a part of our friend circle and to be tempted to do
whatever he/she is doing.
There are both negative and positive effects of peer pressure.
Positive peer pressure is something that impacts child’s life in a
positive way. Parents can use child’s peers to their advantage by
making use of positive peer pressure tactics. Parents should
appreciate the good qualities of their child’s friends to motivate the
child to follow the same. Positive peer pressure helps children to
acquire good values, attitude, habits and behaviour. At times friends
can help them give an altogether new perspective and attitude
towards life, through sharing of opinions and thoughts. They learn to
accept the point of view of other people and become more sociable.
Children’s life can certainly change for better by using positive peer
pressure. It can shape their personality and thought process and help
them become better human beings.
Religion
Worship, rituals and morality of an individual is based on his
religion. Religious value is the faith in God, an attempt to understand
God, fear of divine worth and thinking, believing and behaving

according to ethical codes prescribed in the religious books, religious
leaders and teachings. The religious values are expressed through
behaviour are going on pilgrimage, worshipping God and speaking
truth.
Religion is nothing but a spiritual quest. It is the reaction of the
whole man to the whole reality. Bertocci (1951) says, “The essence
of religion is the personal belief that one’s most important values are
sponsored by, or in harmony with the in during structure of the
universe whether they are sponsored by society or not.
S.Radhakrishnangives his views as, “It is an attempt to discover the
ideal possibilities of human life a quest for emancipation from the
immediate compulsions of vain and petty moods. It is not true
religion unless it ceases to be a traditional view and becomes a
personal experience. It is an independent functioning of human
mind, something unique, possessing an autonomous character. It is
something inward and personal which unifies all values and
organizes all experiences. It is the reaction of the whole man to the
whole reality. We seek the religious object by totality of our faculties
and energies.
According to Swami Krishnananda, “Religion is the language of
the spirit in man. It is the urgu of the soul within, the response of the
whole that is man to the call of the Absolute.” Vivekananda says,
“Of all the forces that have worked and are still working to mould
the destiny of the human race, none certainly is more potent than the
manifestation of which we call religion.” According to
Dr.Radhakrishnan, “Religion tends to converge, if we look on the
spiritualfactsonwhichtheyarebasedandthemoraluniversalismwhichthe
yteach”.
According to Gandhiji’s view “Religions is the expression of the
permanent nature of man. Religion purifies and elevates one’s
nature. It arouses in man a sense of spiritual restlessness, a kind of
thirst which enables the individual to cultivate and develop a sense to
the right and good and make him truly moral man”. Gandhi believes
that religion involves a conscious and sincere love and striving for
truth.
Religion involves two disciplines i.e., an external part which is
expressed in ceremonies or Shariyats or Karmkands and inner
discipline i.e., spiritual part. The external part differs from religion
to religion and communities and is dependent upon time and climate
of the place. The inner part i.e., spiritualism is the same in all
religions.
All religions advocate, profess and promote various values,
binding man back to its source and his fellow human beings and
other creatures. The values recognised by all religions include: truth,
goodness, beauty, modesty, non-violence, hard work, determination,
forgiveness, contentment, mutual cooperation, love, respect for
others view, purity of conduct, selfless action, sacrifice of one’s
pleasure for others etc. Every religion encourage man to lead life in
consonance with these values in order to achieve spiritual bliss or
self- realization. According to Dr. Radhakrishnan ‘All religions are
friends and partners in the pursuit of spiritual life. All religions are
bound together in a holy partnership to advance the cause of peace,
justice and freedom’.
The major religions of world like Hinduism, Christianity and

Islam have a common teaching, connotations, orientations for
humanity, therefore, they all three show equal or same
communication in the pursuit of spiritual life.
Hinduism
Hinduism is one of the oldest and powerful religion of the world.
Vedas are one of the oldest literature of the world which means
knowledge. The most fundamental values in Hinduism are: Self-
control, Ahimsa, self-realization, truthfulness, love and satisfaction.
The chief characteristics of Hinduism is: It is an attempt to know
reality as against appearance, it accepts experience as a base for test
of truth. Brahman or Atman is the ultimate reality. Maya is material
cause of the universe. Ethics starts room the path of positive action
and gradually progresses on the path of liberation. It promotes ideals
of Purushart has (doctrine of life) with its four ends namely, Artha,
Kama, Dharma, Moksha to realize through four ashramas of
Brahmacharya, Grahastha, Vanaprastha and Sanyas. Mystic
experience is a vital factor of Hinduism and it is included in all the
religions of the world. Morality constitutes an integral part of
Hinduism, Modern Hindu ethics discards caste system.
According to Dr. Radhakrishnan “The Hindu Method of religious
reform is essentially democratic. It allow each group to get to the
truth through its own tradition by means of discipline of mind and
morals. Each group has its own historic tradition and assimilation of
it is the condition of its growth of spirit...”
Christianity
The faith of Christianity is centred in Jesus Christ, who is called
the God. God is the creator and Redeemer. He is eternally Father,
Son and Holy Spirit. Education is regarded as an important activity
in Christianity. Education to a Christian is a means of true moral life,
enabling the child to learn how to serve the individual as well as
society. Christianity insists the following nine Godly habits that will
change anybody’s life. They are:
• Spend time regularly with God in prayer and bible study.
• Live with a clear conscience.
• Finish what you start.
• Strive for excellence in all what you do.
• Handle criticism in a Godly manner.
• Be peaceful-avoid strife. Live by faith – one day at a time.
• Live by discernment. Be a giver.
Islam
Islam is one of the major religions of the world. It represents a
compete way of life, a system of values, a code of conduct, a unique
ideology, a socio-economic order and the doctrine of faith in oneness
of Allah (God). According to teachings of Mohammad Islam does
not admit any dualism in human nature. Man is integral of body and
soul. Islam is the complete and perfect code of life for all the human
beings. Islam preaches and promotes the following behaviour-based
values:
• Honesty
• Humility
• Politeness
• Forgiveness
• Goodness
• Courage
• Reliability
• Patience
• Sympathy.
Government
Government is formed and reformed as part of the process by
which humanity is learning to develop a harmonious system of
organising resources both locally and globally for a sustainable
healthy nation. Government acts as a facilitator for greater
participation in the field of education. Steps have been taken in
making higher education more relevant and purposeful, and
imparting to the students, skills and knowledge which are relevant to
the current trends of the society. Government has established various
organization to propagate truth, goodness and beauty. They also
imparting cultural values among the Indian citizens.
The report of the Indian Parliamentary standing committee
(January 1999) rightly points out that there has been continuous
erosion of values in our society, which is reflected in our day-to-day
life. The National Curriculum Framework of School Education,
India – 2005 also voices serious concern over erosion of values in
our society and stresses the need for inculcating values in children to
bring about desirable change in the society. So urgent steps must be

taken to inculcate values in children. Families as well as schools who
lay foundation of future citizens must undertake the task of
inculcating values in children at once. Hence the society has the
responsibility to ensure that values are inculcated in children and a
congenial environment is created to nurture values.
It is said that education is an instrument for social change and
social control and it is the only means for bringing about desirable
changes in the society. But even after 63 years of independence we
have not brought about desirable changes in the society. Thus the
progress of a nation and the society depends on how much value the
citizens attach to their duties to the nation, society and to fellow
citizens. The following recommendations from various committees
which were setup during the last six decades dealt with the state of
education.
Mass Media
India’s most remarkable achievements since independence is in
the field of space science and information technology (IT) which
includes mass media, mobile technology, internet, direct to home
(DTH) etc. The main functions of mass media are surveillance,
interpretation, linkage and entertainment. One subtle but extremely
important role of mass media is transmission of values. It has also
been called the socialisation function. Socialisation refers to the
ways an individual comes to adopt the behavior and values of a
group. The mass media’s portrayal of society plays a vital role in
moulding the audience’s psychology.
The values and attitudes that get transmitted most often are rather
contrary to the values desired by the family, society or school.
Propagating myths and derogatory images of women for example is
likely to make the young learner, instead of learning that all human
beings are equal and all men and women are equal, grow up with
prejudices injurious to women and society. Students are required to
go through the process of learning in schools by which they are
empowered to decode the negative messages that the mass media
propagates purely from a commercial and money making point of
view. Centred thinking, reflection, social responsibility, questioning,
discerning truth and facts, freedom from biases are all important
values and skills to be developed in young learners. There is a need
to examine and ensure how these issues and concerns are dealt
appropriately in our school system, in curriculum, teaching, the
administrative processes, and the institutional ethos and over all
climate of the school and how our students are given opportunities to
develop their considered opinions and convictions to meet the above
challenges peacefully and creatively.
The mass media is responsible for both reflecting values of a
society and fostering values to a good extent. The most important
and prominent forms of mass media are Television, Radio,
Magazines, Newspapers, Pamphlets, Internet, Books, Movies, Music
etc. the media influences the behaviour pattern of persons in a
different manners. Each of them evolved as a powerful medium in its
own way. Values lie at the core of the society. Media evolved and
become part of the society over the years. Both tradition and
modernization contribute to the development of values. Media is far-
reaching and it makes or breaks values. Mass media is the direct and
responsible authority to communicate and train the child to the
desires and demands of the standard form of culture. Mass media
plays a significant role in bringing positive Social change,
particularly with respect to education and creating awareness. The
mass media have a strong social and cultural impact upon the
society. This is projected upon their ability to reach a wide audience
with a strong and powerful message.
Mass media with the advent of new technologies carry the news
even to the remotest village the moment it happened in any part of
the world. Media should play a constructive role in society’s
development and educate the masses about our community values
and tradition. It is high time we realise our own culture and start
nurturing it in the young minds instead of blindly following
ideologies imported from other countries.
Voluntary Organisation
Values for life and living are also offered by voluntary
organizations in India. Voluntary organisations are independent
organizations which are established for the purpose of added value to
the community as a whole, or a significant section of the community
and which are not permitted by their constitution to make a profit for
private distribution. Voluntary organisation work for promoting the
mental and moral welfare and improvement of the community. They
contribute by providing humanitarian aid and meditation,
empowerment of society etc.
4.4. RATH’S PROCESS OF VALUING
One educational approach to help students make values decision

is the values clarification process outlined by Rath. Rath’s process of
values clarification is one method to help people identify values or
make moral decisions. Values Clarification Process Rath believes
that every decision or choice an individual makes is based upon his
beliefs, attitudes, and values. Valuing activities allow the individual
student the opportunity to identify a personal set of beliefs that aids
in the decision-making process.
According to Rath, students need a systematic approach for the
development of values. We should be less concerned with the
individual value a person selects and more concerned with the
process used to arrive at that value. Rath assumes that educators
know what processes are most effective in helping students develop
their individual system of values. His 7-step process is listed below:
1. Choosing Freely. Students must be able to select values
without coercion from others. The facilitator needs to
develop an environment which is conductive to allowing
participants to express and choose their values without peer
pressure or ridicule.
2. Choosing from Alternatives. As with any decision-making
process, there must be at least two options (or in this case,
values) from which to choose. Obviously, if there is only one
value to choose from, there is no choice involved.
3. Choosing after Thoughtful Consideration of the
Consequences of Each Alternative. This calls for careful
consideration of the risks and benefits of each alternative.
The consequences of each alternative must be identified

before an intelligent decision can be made.
4. Prizing and Cherishing. If a person has truly developed a
value, he/she should be willing to respect that value. A value
is only meaningful if the person believes that the value is
worth prizing and cherishing.
5. Affirming. If a value has met the aforementioned criteria
then the person should be willing to publicly affirm and
support that value position when appropriate.
6. Acting upon Choices. The value position one has selected
should provide guideposts for behavior. If the value is prized
and cherished and selected from alternatives after weighing
the consequences of each alternative, the person is likely to
exhibit behaviours congruent with the value.
7. Repeating. A value position which serves as a guidepost for
behaviour tends to be applicable in a variety of situations. A
value position which influences ones behaviour tends to form
a pattern in one’s life.
According to Rath, the process of values clarification is more
important than the actual value selected. Unless a person satisfies all
the criteria listed in the seven-step process, the results or position
cannot be considered a value. This method of defining a value,
although somewhat concise, eliminates a variety of beliefs, attitudes,
feelings, and opinions from consideration as values. Instead, these
terms have been labelled values indicators. They include goals,
aspirations, attitudes, interests, feelings, beliefs, activities, and
worries.
4.5. METHODS OF FOSTERING VALUES
As parents and teachers are mainly responsible for laying

foundation of values in children that make them good citizens, their
faith in inculcating values in children is indispensable. The task of
inculcating values is not an easy task unless the society as a whole
resolves to bring about changes to make a society for all and
voluntary efforts are initiated to practice values in day-to-day life. It
will be unrealistic to expect a teacher to bring about the change if the
society does not follow a set of values.
Story telling
Story telling is both an art as well as science. The main aim of
story telling is to elevate man’ spirit and to cultivate an inner vision
which makes man finally realize his real self and to inculcate certain
values in life. Stories on the life of great men and women, saint and
heroes will kindle the spirit of inquiry and promote higher ideals and
understanding human values. If used effectively, this technique has
great potential of inculcating all values. Through delightful,
entertaining and purposeful stories, great moral values can be
inculcated. An accountability is related to responsibility, it should be
cultivated among students through stories which help them to
develop character and potentials for good, make careful use of
properties, spend wisely the money entrusted to one’s care and
discharge one’s obligations with care. Besides stories of great
persons and values they cherished always have a salutary effect on
the minds of children.
Dramatization
Story dramatization is identified as one of the expressive arts that
are concerned with children’s inner imaginative thought and their
spontaneous dramatic action in creative ways. Dramatization in
young children’s expression is spontaneous, improvised and a
creative enactment. Using dramatization in the classroom will
stimulate awareness of the importance of acting truthfully and
honestly, help to recognize how our behaviour affects others.
Nowadays dramatic arts are an important means of stimulating
creativity in problem solving. It can challenge students’ perception
about their world and about themselves. Dramatic exploration can
provide students with an outlet for emotions, thoughts, and dreams
that they might not otherwise have means to express. In today’s
increasingly polarized and intolerant culture. The ability to
understand others’ motives and choices is crucial. Dramatization will
help to build responsible global citizen. Drama can be used to
promote active learning in any subject to give students a kina
esthetic and empathetic understanding as well as an intellectual
understanding of a topic. Drama accomplishes several goals at once
enriching students’ school experience through art as well as
reinforcing traditional academics.
Role plays
Students generally take pleasure in playing the role of other
persons. This technique is basically a socio-drama technique. It
provides an ideal setting for highlighting values.
According to K.H. Hoover (1976), role-play has the following
advantages:
• The enactment of selected situations provides a valuable
opportunity for discussion of actual feeling reactions.
• To live for a short while in the shadow of another person
offers a significant opportunity for insight into other person’s
feelings.
• A stimulation of reality may be superior to reality itself for
instructional purposes.
• The feelings often concealed in real life come forth during
the role playing sessions.
• The technique provides the learner with new insights into
possible responses to social situations.
• An analysis of the dramatized situation stresses factors which
contribute to actual feeling reactions.
• Role-playing technique combines the joy of acting with
learning.
The Procedure for Role-play technique is as follows:
Fig. 4.2. Procedure of Flow-chart of Role-play technique

Personal examples
Value clarification is a technique for encouraging students to
relate their thoughts and their feelings and thus enrich their
awareness of their own values. The process of acquiring values
begins at birth. Values develop through life and evolve from life
experiences. They are formed by combing: intellect, will, emotions
and spiritual needs. Through exercises and discussion students
should be made aware of the influences to their values, and to
explore and acknowledge what they truly value in their lives. As
values are the driving force behind most of your decisions and
actions, the class activities should focus on engaging students in
exercises that force them to wrestle with their values as they apply to
subjects such as war, family, future, and a whole range of human
relationships and situations.
Children learn to establish values through exercises in which they
rank or compare items or opinions based on personal preference. By
sharing the personal views in the class, students reveal private
information that classmates naturally will compare with their own
lives. Students are compelled to state their positions, wither in class
discussions, in written exercise or in personal journals. This help the
students to reveal and explore some of his attitudes, beliefs, actions,
convictions, interests, aspirations, likes, dislikes, goals and
purposes.
Personal examples help students to deepen understanding,
motivation and responsibility with regard t making personal and
social choices; to inspire individuals to choose their own personal,
social, moral and spiritual values and be aware of practical methods
for developing and deepening them; Autobiographies, biographies

and experiences of great and noble persons also provide inspiring
values to the learners. Our youngsters can learn from the life
experiences of great and noble persons like Gandhi, Dhyan Chand,
Jagadish Chandra Bose, Tagore, Abraham Lincoln, Abdul Kalam
that they achieved heights of greatness through sheer hard work,
devotion, perseverance and determination. Lives of all great men
remind us that we can also make our lives sublime.
4.6. VALUE CRISIS
Value crisis in a society implies the erosion of traditional values

of society or situation of dilemma when there is little balance
between traditional values and modern values. There is lack of
synthesis. Material values override the ethical, moral, social and
spiritual values. At present, India is passing through a periods of
value crisis in several fields of national life. It is generally being said
that the life of individuals as well as our social life is plagued with
the evil values of corruption, cynicism, disparity, disruption,
hypocrisy and violence. It is very unfortunate that our role-models
i.e., leaders of various shades fail to inspire us to pursue higher
values of life. Several conflicting ideologies are also at work. On the
one hand, there is the value crisis of Indianisation and on the other
hand value-crisis on account of overemphasis on modernization and
westernization.
The Education Commission 1964-66 has observed, “ we believe
that India should strive to bring science and the values of the spirit
together in harmony and thereby pave their way for the eventual
emergence of a society which would cater the needs of the whole

man and not only to a particular fragment of his personality.”
Crisis is not so much intellectual but rather moral and spiritual.
There is lack of development of sound moral vision among human
being along with the scientific and technological development. As a
result human being can produce such powerful means of destruction
like hydrogen and nuclear bombs and destroy the whole world in no
time. Wealth worshipped as god, Pride has become a creed.
Selfishness is entrenched in the intellect. The ego is flaunted, and
desires become an adornment, righteousness has become merely a
figurehead in the world, compassion has dried up, gratitude has
waned, Hypocrisy has become the hall mark of life and love and
affection has become lustful afflictions. Distortion of values is
partially due to imbalance between ancient values and explosion of
knowledge in war field technology. Atomic weapons, bio-weapon,
explosives, missiles etc., are threatening the whole mankind.
Developed countries possess all kinds of dreadful weapons and are
trying to boss over all developed and underdeveloped countries.
Prostitution, illegal marriages, broken home structure, divorce,
etc., are also factors responsible for decline of values. Lack of
mutual concern between parents at home, disaffection and lack of
securities in families are other factors responsible for erosion of
values. The role of home, school and society cannot be neglected in
the degradation of values. Definitely the living styles of parents
leave deep impression on the minds of children.
Even in this dynamic society, values and standard do not change
quickly and some of them, at any rate, have an abiding significance.
The whole socio-political setting and physical environment in which

they have to be worked out are in a state of constant transition and
consequently, they have to be interrupted in the light of new
condition. Cultural values, the gracious fruit of centuries of co-
operative efforts and moral values, which is distinguished, which
distinguish men from animals, have been totally changed in these
years. The modern youth receiving education are losing their
idealism and living in spiritual vacuum. Moral values have no
respect now. Man fails to distinguish between right and wrong, good
and evil. Highest respect is being placed on wealth and power.
Religious have now become a private affair and stress is being laid
on secularization of social relationships. Human relations are
becoming impersonal and secondary.
The older generations have lost their sense of morality. Therefore
the younger generation completely ignores the traditional or even
any idea of value system. Loss of leadership among the teachers is
another manifestation of the deterioration of values in the modern
society. A teacher has to perform three important activities. People
in an industrial society develop a growing sense of insecurity in
social relations because of the emphasis on individuals.
4.7. CONCLUSION
The present situation in India demands such a system of education
which apart from strengthening national unity must strengthen social
solidarity through meaningful and purposeful constructive value
education by adopting interdisciplinary approach. Emphasis is now
on ‘Value Education’ for the proper development of the human
personality. Transmission of values is inherent in the theory of all
round development of human personality which is a prominent aim
of education.
MODEL QUESTIONS
1. Explain the development of values.

2. List out the Core values and explain it.
3. Discuss the role of Parents, teachers and Peer group in fostering
values.
4. Analyse the Rath’s process of valuing.
5. Describe the methods of fostering values.
6. Give an account on Value crisis.
5
Human Rights
5.1. THE CONCEPT OF HUMAN RIGHTS
Meaning
Human beings are rational beings. They by virtue of their being
human possess certain basic and inalienable rights, which are
commonly known as human rights. Since these rights belong to them
because of their very existence, they become operative with their
birth. Human rights, being the birthrights are therefore, inherent in
all the individuals irrespective of their caste, creed, religion, sex and
nationality. These rights are essential for all the individuals as they
are consonant with their freedom and dignity and are conductive to
physical, moral, social and spiritual welfare. They are also necessary,
as they provide suitable conditions for the material and moral uplift
of the people. Because of their immense significance to human
beings, human rights are also sometimes referred to fundamental
rights, basic rights, inherent rights, natural rights and birthrights.
It is difficult to define the expression human rights, mainly
because of differences in cultural background, legal systems,
ideology and economic and social and political conditions of
different societies or states. However it can be said that the ideal of
human rights is bound up with the ideal of human dignity. Thus, all
those rights, which are essential for the maintenance of human
dignity, may be called human rights. The world conference on
5.2 Human Rights
Human rights held in 1993 in Vienna stated in the Declaration that

all human rights derive from the dignity and worth inherent in the
human person, and the human person is the central subject of human
rights and fundamental freedoms.
D.K.Basu defines human rights as those minimum rights, which
every individual must have against the state or other public authority
by virtue of his being a member of human family irrespective of any
other consideration. Human rights are, therefore based on elementary
human needs as imperatives. Some of these human needs are
elemental for sheer physical survival and health. Others are
elemental for psychic's survival and health. Thus, the human rights
can be perceived and enumerated.
Rights being immunities denote that there is a guarantee that
certain things cannot or ought not to be done to a person against his
will. According to this concept, human beings, by virtue of their
humanity, ought to be protected against unjust and degrading
treatment. In other words, human rights are exemptions from the
operation of arbitrary power. An individual can seek human rights
only in an organized community. i.e, a state or in other words, where
the civil social order exists. No one can imagine to invoke them in a
state of anarchy where there is hardly any just power to which a
citizen can appeal against the violations of rights. Thus the principle
of the protection of human rights is derived from the concept of man
as a person and his relationship with an organized society which
cannot be separated from universal human nature.
Human rights being essential for all-round development of the
personality of the individuals in the society, be necessarily protected
Value Education 5.3
and be made available to all the individuals. The need for the
protection has arisen because of inevitable increase in the control
over men's action by the Governments which by no means can be
regarded as derivable. The consciousness on the part of the human
beings as to their rights has also necessitated the protection by the
states. It has been realized that the functions of all the laws whether
they are the rules of municipal law or that of international law should
be to protect them in the interest of the humanity.
Evolution of the concept of Human Rights
The roots for the protection of the rights of man may be traced as
far back as in the Babylonian laws, Assyrian laws, Hittiti laws and in
the Dharm of the Vedic period in India. (Writings of Plato and other
Greek and Roman philosophers also for the protection of human
rights though they had a religious foundation). The city-state of
Greece gave equal freedom of speech, equality before law, right to
vote, right to be elected to public office, right to trade, and the right
of access to justice to their citizens. Similar rights were secured to
the Roman by the ' Jus civile' of the Roman law.
Thus the origins of the concept of human rights are usually agreed
to be found in the Greco-Roman natural law doctrines of stoicism,
which held that a universal force pervades all creation of the human
conduct should therefore be judged according to the law of nature.
International Perspective
In 1929, the worth of the human personality was realized and the
Institute of International law issued a proclamation of the rights of
the man against the state. However instead of enumerating the rights
of human beings it laid down six duties of the states which are:
5.4 Human Rights
i. To recognise the right of every individual to life, liberty and

property and to accord to all within its territory the full and
entire protection of their right without distinction as to
nationality, sex, race, language or religion.
ii. To recognize the right of every individual to the free practice,
both public and private of every faith, religion or belief.
iii. To recognise the right of every individual both to the free use
of the language of his choice and to the teaching of such
language.
iv. To recognise that no motive based directly or indirectly on
distinction of sex, race, language or religion, empowers states
to refuse to any of their nationals, private and public rights.
v. To recognise that the equality as contemplated herein is not
to be nominal, but effective.
vi. To recognise that except for motives based upon its general
legislation, no state shall have right to withdraw its
nationality from those whom for reasons of sex, race,
language or religion, it should not deprive of the guarantee
contemplated in this proclamation. These duties based the
conviction arrived by the President Franklin D.Roosevelt, on
Jan 6, 1941 a proclamation was issued by him and was
known as "Four Freedoms”. The list is:
1. Freedom of speech
2. Freedom of religion
3. Freedom from want
4. Freedom from fear
Value Education 5.5
He also declared that: "Freedom means the supremacy of human

rights everywhere. Our support goes to those who struggle to gain
these rights or keep them".
Emergence of Universal Declaration of Human Rights
The idea for the protection for human rights and fundamental
freedoms was received in the Atlantic charter-1941 and the
Declaration of the United Nations - 1942. Subsequent to the
discussions it was realized by many members of the United Nations
that it should be an obligation of the international community to
promote human rights.
The Universal Declaration of Human rights was adopted in 1948
and two International covenants were adopted in 1966. The two
international covenants, together with the Universal Declaration and
optional protocols, comprise the International Bill of Human Rights.
Thus, International Bill of Human Rights is a collective term applied
to five major international instruments. These documents have laid
the foundations from which other treaties and declarations have been
adopted. Fundamental rights and freedoms contained in the
International Bill of Human Rights have been further elaborated in
over sixty human rights treaties concerning slavery, genocide,
humanitarian law, the administration of justice, social development,
religious tolerance, cultural cooperation, discrimination, violence
against women, and the status of refugees and minorities.
Enumeration of Rights in the Declaration
The Universal Declaration enumerated the basic postulates and
principles of human rights in a most comprehensive manner. It dealt
5.6 Human Rights
not only with civil or political rights, but with social and economic
rights as well.
Civil and Political Rights as per the Declaration
Articles 2 to 21 deal with those civil and political rights, which
have been generally recognised throughout the world. These are:
1. Right to life, liberty and security of persons. (Art.3)
2. Freedom from slavery or servitude (Art.4)
3. Prohibition against torture, inhuman or degrading treatment
or punishment (Art.5)
4. Recognition as a person before Law (Art.6)
5. Equality before the law and equal protection of the law
without any discrimination. (Art.7)
6. Effective remedy before the national tribunals (Art.8)
7. Freedom from arbitrary arrest, detention or exile. (Art.9)
8. Right to a fair and public hearing by an independent and
impartial tribunal. (Art.10)
9. Presumption of innocence until proved guilty in a public trial
with all guarantees necessary for defense in criminal cases.
(Art.11-I)
10. Freedom from ex-post facto laws (Art.11-II)
11. Right to privacy, family, home and correspondence. (Art.12)
12. Right to freedom of movement and residence within the
borders of a state. (Article 13, I)
13. Right to leave any country, including his own and to return to
his country.(Art.13)
Value Education 5.7
14. Right to seek and to enjoy in other countries asylum from

persecution (Art.14)
15. Right to a nationality (Art.15)
16. Right to marry and to find a family. (Art.16)
17. Right to own property. (Art.17)
18. Right to freedom of thought, conscience and religion (Art.18)
19. Right to freedom of opinion and expression (Art.19)
20. Right to freedom of peaceful assembly and association
(Article20)
21. Right to participate in the Government of his country
(Article21)
Economic and Social Rights
1. Right to social security (Art.22)
2. Right to work and free choice of employment (Art.23)
3. Right to rest and leisure (Art.24)
4. Right to a standard of living for the health of himself and of
his family (Art.25)
5. Right to education (Art.26)
6. Right to participate in cultural life (Art.27)
7. Right to good social and international order (Art.28)
Limitations
Though the rights have been enumerated to safe guard human
rights, the declaration also had laid down under Art.29 certain
limitations to these rights and freedoms. By providing that everyone
has duties to the community in which, the final and full development
of his personality alone is possible. Art.29 Para 2 provides that the
5.8 Human Rights
rights shall be provided to the individuals, subject to just
requirements of morality, public order and the general welfare in a
democratic society. Therefore it is to be considered that the rights
provided in the Declaration are not absolute.
India and the Universal Declaration
India was a signatory to the Declaration. The Indian constitution
adopted by the constituent Assembly on Nov.26, 1949 came into
force from Jan 26, 1950 was greatly influenced by the Declaration. A
number of fundamental rights guaranteed to individuals in Part III of
the Indian constitution are similar to the provisions of the
Declaration is clear from the following:
Classifying Human Rights
1. Equality before law Art.7 Art.14
2. Prohibition of discrimination Art.7 Art.15(1)
3. Equality of opportunity Art.21(2) Art.16(1)
4. Freedom of speech and expression Art.19 Art.19(1)(a)
5. Freedom of peaceful assembly Art.20(1) Art.(1)(b)
6. Right to form associations or unions Art.23(4) Art.19(1)(c)
7. Freedom of movement within the border Art.13(1) Art.19(1)(d)
8. Protection in respect of conviction for essences Art.(11)(2) Art.20(1)
9. Protection of life and personal liberty Art.3 Art.21
10. Protection of slavery and forced labour Art.4 Art.23
11. Freedom of conscience and religion Art.18 Art.25 (1)
12. Remedy for enforcement of rights Art.8 Art.32
Value Education 5.9
The above-mentioned comparative table shows that the Universal

Declaration has provided the model for the Indian Constitution's
human rights guarantees.
5.2. HUMAN RIGHTS AND CONSTITUTIONAL PROVISIONS
Right to Life and Liberty

Art.21 lays down that no person shall be deprived of his life or
personal liberty except according to ‘procedure established by law’
which means in a simple way that, a person could not be deprived of
his life or personal liberty merely by an executive fiat without there
being a valid law to support it.
The basic principles of this right are that personal liberty makes
for the worth of the human person.
Present View
Right to life includes the right to live with human dignity and all
that goes along with it, Viz. the bare necessaries of life such as
adequate nutrition, clothing reading, writing and expressing oneself
in diverse forms, freely moving about and mixing and co-mingling
with fellow human beings. Thus it is construed that, the term ‘Life’
mentioned in Art.21 of the Indian constitution is not only restricted
to the mere animal existence of a person.
Fundamental Right’s growth in India
During the British rule in India, human rights were violated by the
rulers on a very wide scale. Therefore, the framers of the Indian
constitution, who had suffered long incarceration during the British
regime, had a very positive attitude towards their rights.
5.10 Human Rights
Secondly, the Indian society is fragmented into many religions,

cultural and linguistic groups and it was necessary to declare
fundamental rights and to give to the people a sense of security and
confidence. Then it was thought necessary that people should have
some rights which may be enforced against the government which
may become arbitrary at times.
Articles 12 to 35 of the constitution pertain to Fundamental
Rights of the people. They have been grouped under seven heads as
follows:
i, Right to Equality comprising Articles 14 to 18, of which
Art.14 is the most important.
ii. Right for Freedom comprising Articles 19 to 22 which
guarantee several freedoms.
iii. Right against Exploitation consists of Art.23 &24.
iv. Right to Freedom of Religion is guaranteed by Art.25 to28.
v. Cultural and Educational Rights are guaranteed by Art.29 &
30.
vi. Right to constitutional Remedies is secured by Art.32 to 35.
5.3. HUMAN RIGHTS OF WOMEN AND CHILDREN
The advancement of women has been a focus of the work of the

United Nations since its creation. The General Assembly of the
United Nations on November 7, 1967 adopted a Declaration on the
Elimination of Discrimination Against Women, and in order to
implement the principles set forth in the Declaration, a convention
on the Elimination of All forms of Discrimination Against Women
was adopted by the General Assembly on December 18, 1979.
Discrimination against Women

Although the International Bill of Human Rights laid down a
comprehensive set of rights to which all persons, including women
are entitled, additional means for protecting the human rights of
women were seen as necessary because the mere fact of their '
humanity ' has not been sufficient to guarantee women the protection
of their rights.
The convention under Art. 1 defines the term discrimination
against women as any distinction, exclusion or restriction made on
the basis of sex which has the effect or purpose of impairing or
nullifying the recognition, enjoyment or exercise by women,
irrespective or their marital status, on a basis of equality of men &
women of human rights & fundamental freedoms in the political,
economic, social, cultural, civil or any other field.
The fields were steps that are to be taken to eliminate
discrimination against women are:
1. Education
The convention under Article 10 provides that women shall be
provided same conditions for Careers & Vocational guidance as to
that of men. They shall be provided same access to studies for the
achievement of diplomas in educational establishments of all
categories in rural as well as in all types of vocational training.
Women shall have access to the same curricula, the same
examinations, teaching staff with qualifications of the same standard
and school premises and equipment of the same quality as to that of
men. Women shall be provided same opportunities as to men in
matters relating to scholarship and other study grant. They shall have
5.12 Human Rights
same opportunities for access to programme of continuing education

including adult and functional literacy programmes. They shall have
same opportunities to participate actively in sports and physical
education.
2. Employment
The convention under Art.11 provided that states shall take all
appropriate measures to eliminate discrimination against woman in
the field of employment, in particular the right to work (b) right to
same employment opportunities (c) right to free choice of profession
and employment (d) right to equal remuneration including benefits
and equal treatment in respect or work, of equal value as well as
equality of treatment in the education of quality of work (e) the right
to social security, particularly in cases of retirement, unemployment,
sickness invalidity, old age and other incapacity to work, as well as
the right to paid leave (f) right to protection of health and to safety in
working conditions. There shall be no discrimination against women
on grounds of marriage or maternity.
3. Health Care
The convention under Art.12 provides that states shall take steps
to eliminate discrimination against women in the field of health care,
access to health care services, including those related to family
planning.
4. Economic and Social life
Art.13 of the convention provides that women shall be provided
the same rights as to that of men in particular (a) the right to family
benefits (b) the right to bank loans mortgages and other forms of
financial credit the right to participate in recreational activities,

sports and all aspects of cultural life.
5. Women in Rural Areas
Article 14 provided elimination of discrimination against rural
areas. States are required to ensure such women the right to
a. Participate in the elaboration and implementation of
development planning at all levels
b. Have access to adequate health care facilities, including
information, counseling and services in family planning
c. Benefit directly from social security programmes.
d. Obtain all types of training and education, formal and non-
formal, including, that relating to functional literacy, as well
as, inter alia, the benefit of all community and extension
services, in order to increase their technical proficiency.
e. Organize self-help groups and cooperatives in order to obtain
equal access to economic opportunities through employment
or self-employment.
f. Participate in all community activities.
g. Have access to agricultural credit and loans, marketing
facilities, appropriate technology and equal treatment in land
and agrarian reform as well as in land resettlement schemes
and
h. Enjoy adequate living conditions.
6. Equality before law
Art 15 of the constitution provides that states shall accord to
women equality with men before the law. Women shall have equal
5.14 Human Rights
rights to conclude contracts and to administer property and states

shall treat them equally in all stages of procedure in courts and
tribunals. States agree that all contracts and all other private
instruments of any kind with a legal capacity of women shall be
deemed null and void. States shall accord to men and women the
same rights with law relating to the movement of persons and the
freedom to choose their residence and domicile.
7. Marriage & Family Relations
Art.16 provides that states shall take all measures to eliminate
discrimination against women in all matters relating to marriage and
family relations. Women shall be provided
a. The same right to enter into marriage.
b. The same rights and responsibilities during marriage and at
its dissolution
c. The same rights and responsibilities as parents, in matters
relating to their children. In all cases the interests of children
shall be paramount.
d. The same rights to decide freely and responsibly on the
number and spacing of their children and to have access to
the information, education and means to enable them to
exercise their rights.
e. The same rights and responsibilities with regard to
guardianship, ward ship, trusteeship and adoption of children.
f. The same personal rights as husband and wife, including the
right to choose a family name a profession and an
occupation.
g. The same rights for both spouses in respect of ownership,

acquisition, management, administration, enjoyment and
disposition of property whether free of charge or for a
valuable consideration.
Status of Women in India
India has given equal status to women. Women in India enjoy
right to equality.
Constitutional Safeguards
Indian Constitution under Art.14 provides that “The state shall not
deny to any person before the law or the equal protection of the laws
within the territory of India”. The above provision clearly shows that
women in India enjoy right to equality and any discrimination
against them shall be violation of equality of right and respect for
human dignity.
The Indian Constitution also provides under Art.15 that every
female citizen has a right to access to shops, public restaurants,
hotels and places of public entertainment and no restriction can be
imposed on female citizens with regard to the use of wells, tanks,
bathing ghats, roads and places of public resort maintained wholly or
partly by state funds.
Art.16 of the constitution provides that there shall be equality of
opportunity for all citizens (including women) in matters relating to
employment or appointment to any office under the state.
In order to improve the status of women further the constitution
provides under art.15 (3) that state may make special provisions for
women. Consequently, a number of legal provisions aimed at
5.16 Human Rights
securing equal status for and removing discrimination against

women have been made. For instance, the constitution was amended
in 1992 to reserve 33 percent of the seats in their favour in
panchayats and municipalities. The amendment is regarded as a
major step for socio economic empowerment of the women in India.
The constitution has also cast the duty on every citizen to renounce
practices derogatory to the dignity of women.
India and International Convention
India has ratified the convention on the elimination of all forms of
discrimination against women on July 9 1993. Ratification of the
convention obliges India to honour the obligations imposed by the
convention, which include adapting various measures to uphold
human rights with regard to women.
Physical assault and harassment of women
Gender equality is also a basic human right. It could be
effectively safeguarded at work places specifically if at all there are
said principles and laws for the enforcement of those principles.
The Indian Supreme Court has formulated the guidelines to
guarantee the effective implementation of the rights of women
against sexual exploitation at work places; in the case Vishaka &
others Vs State of Rajasthan; it is observed that:
i. Each incident of sexual harassment of women at work places
results in violation of fundamental rights of “Gender
Equality” and the “Right to life and liberty”.
ii. It shall be the duty of the employer or the responsible persons
in work places or other institutions to prevent or deter the
commission of acts of sexual harassment and provide the

procedures for the resolution, settlement or prosecution of
acts of sexual harassment by taking all steps required.
iii. All employers or persons in charge of work place should take
following steps to prevent steps to prevent sexual harassment.
a. Express prohibition of sexual harassment a defined at the
work place should be notified, published and circulated
in appropriate ways;
b. The rules/regulations of Government and public sector
bodies relating to conduct and discipline should include
rules/regulations prohibiting sexual harassment and
provide for appropriate penalties in such rules against the
offender.
c. As regards private employers steps should be taken to
include the aforesaid prohibitions in the standing orders
under the Industrial Employment (Standing Orders) Act.
Appropriate work conditions should be provided in
respect of work, leisure, health and hygiene to further
ensure that there is no hostile environment.
iv. Where such conduct amounts to a specified offence under the
Indian Penal Code or under any other law, the employer
shall initiate appropriate action in accordance with laws. It
should ensure that victims, or witnesses are not victimized or
discriminated against while dealing with complaints of sexual
harassment. The victims of sexual harassment should have
the option to seek transfer of the perpetrator or their own
transfer.
5.18 Human Rights
v. Appropriate disciplinary action should be initiated by the

employer if the conduct amounts to misconduct as per
relevant conduct rules.
vi. An appropriate complaint mechanism should be treated in the
employer’s organization for redress of the complaint made by
the victim. Such complaint mechanism should ensure time
bound treatment of complaints.
vii. It should be adequate to provide, where necessary, a
complaints committee, a special counselor or other support
service including the maintenance of confidentiality. The
committee should be headed by a woman and not less than
half of its members should be women. In order to prevent the
probability of any undue pressure or influence from senior
levels, such complaints committee should involve a third
party, either NGO- Non Governmental Organisation or other
body who is familiar with the issue of sexual harassment. The
complaints committee must make an annual report to the
Government and the action taken by it.
viii. Employees should be allowed to raise issues of sexual
harassment at workmen’s meeting and in other appropriate
forum and it should be affirmatively discussed in Employer –
Employee meeting.
ix. Awareness of the rights of female employees in this regard
should be created in particular by prominently notifying
guidelines in a suitable manner.
x. Where sexual harassment occurs as a result of an act or
omission by a third party or outsider, the employer and
person in charge will take all steps necessary and reasonable

to assist the affected persons in terms of support and
preventing action.
xi. The Central/State Governments are requested to consider
adopting suitable measures including legislation to ensure
that the guidelines are also observed by the employers in the
private sector.
The Supreme Court further stated that the ‘above guidelines’ and
norms would be strictly observed in all work places for the
preservation and enforcement of the right to gender equality of the
working women.
Human Rights as to Children
The Universal Declaration of Human Rights had stipulated under
Art.25 (2) that childhood is entitled to special care and assistance.
Following the same, the convention on the rights of the child was
adopted by the General Assembly by consensus, on the 30th
Anniversary of the Declaration on Nov 20, 1989 which came into
force on Sep 2, 1990.
Who is a child?
The convention under Article 1 states that a child means every
human being below the age of 18 years. Unless under the law
applicable to the child, majority is attained earlier.
Rights of the Child
A number of rights have been stipulated in the convention which
includes the following:
5.20 Human Rights
1. Right to life (Article 6(1))

2. Right to acquire nationality (Art7)
3. Right to freedom of expression (Art. 13 (1))
4. Right to freedom of thought, conscience and religion
(Art14(1))
5. Right to Freedom of association and to freedom of peaceful
assembly (Art15(1))
6. Right to Privacy
7. Right to family environment (Art.20)
8. Right to education (Art.28(1)
9. Right to benefit from social security (Art.26(1)
10. Right to a standard of living adequate for the child’s physical,
mental, spiritual and social development (Art.27(1)
11. Right to the enjoyment of the highest attainable standard of
health and to facilities for the treatment of illness and
rehabilitation of health (Art.24(1).
12. Right to the protection of the law against arbitrary or
unlawful interference with his or her privacy family, home or
correspondence (Art.16(1)
13. Right against exploitation of child labour (Art.32)
14. Right against sexual exploitation (Art.34).
15. Right against abduction, sale or traffic (Art.35)
16. Right against other forms of exploitation on prejudicial to
any aspect of the child’s welfare.
Child Labour in India

The Indian constitution under Art.24 provides that no child below
the age of fourteen years shall be employed in any factory or mine or
engaged in any other hazardous employment.
The above provision was made in order to protect children from
exploitation and to provide them education so that they may develop
their personality and may live a dignified life.
Art.45 provides that the state shall Endeavour to provide free and
compulsory education for all children until they complete the age of
14 years. Despite the above constitutional prohibition on child
labour, children are working in a large number in hazardous as well
as non-hazardous work.
India has the population of more than 380 million children – the
largest population of children in the world. A large number of them
are between the age group of 6 to 14 years. It is a difficult task to
provide free education to them; similar task is to prevent child
labour. It has to be seen that the tender age of children are not abused
and that children are not forced by economic necessity to enter
avocations unsuited to their age or strength and that children should
be given opportunities and facilities to develop in a healthy manner
and in conditions of freedom and dignity. Childhood is required to
be protected against exploitation and against moral and material
abandonment. The only way by which t can be prevented is to
provide education to the children. Indian Government has estimated
that the financial expenditure to implement the free education to
child would be nearly forty thousand crore rupees. The Government
alone is not responsible to incur such expenditure. It is also the duty
of the parents and guardians to provide education to their wards as
per Art.51 (A)(k) of the Indian constitution.
5.22 Human Rights
5.4. INSTITUTIONS FOR IMPLEMENTATION OF HUMAN RIGHTS
5.4.1. National Human Rights Commission
Constitution
The Constitution of Human Rights commission is dealt with
under section 3 of the protection of Human Rights Act. It provides
that the commission be constituted by the Central Government as
under;
1. Sitting or retired Judge of the Supreme Court.

2. Serving or a retired Chief Justice of the High Court.
3. Two prominent persons having knowledge or practical
experience in the sphere of human rights.
4. The chairpersons of the National commission for minorities,
the scheduled castes and scheduled tribes and women.
The chairperson and the members shall be appointed by the
President and they shall hold office for a period of 5 years from the
date on which they enter upon their office.
Powers and function of the Commission
Section 12 of the Protection of Human Rights Act deals with the
powers:
1. The commission shall inquire ‘suomotto’ or on a petition

presented to it by a victim or any person on his behalf, into
complaints of
a. Violation of human rights or abetment thereof.
b. Negligence in the prevention of such violation by a
public servant.
2. The commission may intervene in any proceeding involving
any allegation of violation of human rights pending before a
court with the approval of such court.
3. The commission shall visit, under intimation to the state govt.
any jail or any other institution under the control of the state
govt. where persons are detained or lodged for purposes of
treatment, reformation or protection to study the living
conditions of the inmates and make recommendations
thereon.
4. The commission shall encourage the efforts of non-
governmental organizations and institutions working in the
field of human rights.
5. The commission may perform any other function, as it may
consider necessary for the promotion of human rights.
Human Rights Courts
Human Rights Courts are to be established in every district u/s 30
of the Protection of Human Rights Act. These courts ensure the
speedy trial of the offences relating to human rights violations.
5.24 Human Rights
MODEL QUESTIONS
1. How can a victim of Domestic violence get redressal?

2. What are the provisions in law to ensure ‘education for all’?
3. Elucidate how demand for dowry can be eradicated, citing few
examples
4. Explain why and how children can be protected against ‘Child
Labour’.
5. Highlight with examples any five ‘Rights of the Child’.
6. Elucidate the initiatives taken, with examples, to protect women
against physical assault and harassment of women.
7. What are the various ways and means by which discrimination
against women are taken care of?
8. Elucidate with examples, any two rights each of the following,
as per the Universal Declaration of Human Rights:
a) Civil and Political Rights
b) Economic and Social Rights
9. Explain with examples how women in rural areas can have
equal rights to perform
10. Explain briefly how women in India can enjoy equal status.
References
1. Dey A. K – “Environmental Chemistry” New Delhi – Vile
Dasaus Ltd.
2. Gawande. EN – “Value Oriented Education” – Vision for better
living. New Delhi (2002) Saruptsons
3. Brain Trust Aliyar – “Value Education for health, happiness
andharmony” Erode (2008) Vethathiri publications.
4. Ignacimuthu S. J. S – “Values for life” Bombay(1999) Better
Yourself – Books
5. Seetharam. R. (Ed) – “Becoming a better Teacher” Madras
(1998) – Academic Staff College
6. Grose.D.N – “A text book of Value Education’ New
Delhi(2005) Dominant Publishers and Distributors
7. Shrimali K. L – A Search for Values in Education” Delhi (1974)
– Vikas Publishers
8. Yogesh Kumar Singh and RuchikaNath – ‘ValueEducation”
New Delhi (2005) A. P. H Publishing Corporation
9. Venkataram & Sandhiya. N – “Research in Value Education”
New Delhi (2001) APH Publishing corporation
10. Ruhela S. P – “Human Value and Education” New Delhi –
Sterling publishers
11. Brain Trust Aliyar - “Value Education for Health, Happiness
and Harmony” Erode (2004) Vethathiri publications
12. Swami Vivekananda – “Personality Development” Kolkata
(2008) Advaita Ashrama
13. Swami Jagadatmananda –“Learn to Live” Chennai-Sri
Ramakrishna Math
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Book · January 2021

R.Rajini Surendranath Lavanya Mohan

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Dr.R.RAJINI SURENDRANATH, M.C.A., M.Phil., Ph.D.

Mrs.M.LAVANYA, M.C.A., B.Ed., M.Phil.,

Mrs.K.GOWRI, M.Sc., M.Ed., M.Phil., SET

For online purchase

ISBN No: 978-90614-33-2

No. 38/7, Rukmani Street,

We would like to extent our heartiest thanks with a deep sense of

With sincere regards,

1.1. Meaning and Definition........................................................ 1.1

UNIT – 2 HUMAN VALUES 2.1 – 2.25

2.1. Human Values: role of family, society and educational

UNIT – 3 GLOBAL DEVELOPMENT ON ETHICAL VALUES IMPACT

3.1. Cultures and Conflict ........................................................... 3.1

3.2.1. Definition of Ethics .................................................. 3.8

3.6. Sex Interest and Sex Behavior ............................................ 3.32

UNIT – 4 FOSTERING VALUES 4.1 – 4.31

4.1. Development of Values: Attitudes and Personal Qualities .... 4.1

UNIT – 5 HUMAN RIGHTS 5.1 – 5.24

5.1. The Concept of Human Rights ............................................. 5.1

According to its verbal meaning value signifies that quality of an

Values are formed on the basis of interests, choices, needs,

In view of the noted philosopher A.C. Garnett in Religion and

According to Maslow, Values are defined in many ways and

Values represent the aspirations of religions and philosophies that

(1951) opined that the basic social function of values is to motivate

Values are relatively stable and persistent. It is accepted that if a

Education is not merely acquiring knowledge, gathering and

Education for values aims at promoting broader capabilities,

At the societal level, education for values aims at promoting

Value education system that aims to enrich the level of our

Classifying values has always been a complicated task and have

every individual like to imbibe these values at their personal level.

the value of an object has solely by virtue of its ‘intrinsic properties’.

namely, knowledge, skill, balance, vision and identity. In addition,

Value education has a special role in our country with different

Education becomes meaningless unless accompanied by

education in the school. They should be made aware of the

The development of one’s personality, done in the right manner,

in that it demands hard, methodical labour, perseverance and careful

Analyzing the above example, we are able to discern four functions

2. Deliberation and Conceptualization

These four aspects of the mind, vizmanas, buddhi, chitta and

sympathy, joy, veneration, pride and the like indicate attraction.

Character formation towards positive Personality

everything is to be decided by how far it is a manifestation of God.

The divine core of our personality is covered, as it were, by five

Some essential qualities for personality development:

on doing good, thinking holy thoughts continuously, that is the

anything and everything he likes; that personality put upon anything

earn money. Nobody seems to be concerned about whether children

From Mediocrity to excellence

the Department of Medicine, Oxford University. The British

what is false, it is because he cannot get what is true. Therefore the

1. Define value education. What is your opinion of the need for

Human values are necessity in today’s society and business

The function of these basic values enable every human to realize

Value literally means something that has a price, something

The goal of the value clarification approach (Simon, etal 1972) is

The Concept of Socialism